The prosody of early two-word utterances by German and Spanish monolingual and bilingual children

Lleó, Conxita; Rakow, Martin

doi:10.1075/hsm.4.02lle

Cited by 7 publications

(4 citation statements)

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“…with broad focus. Miguel's broad focus utterances comprised of two phrases, a prenuclear and a nuclear one, showed a clear difference in the pitch accent of the two phrases, the pre-nuclear being produced with L*H in most cases, and the nuclear one with H*L. Lleó & Rakow (2006b) showed that at age 2;0, out of three Spanish monolingual children, only one (María) was able to produce the L*H and H*L distinction of pre-nuclear and nuclear pitch accents, respectively. It can thus be concluded that Spanish children acquire the L*H pre-nuclear pitch accent between 2;0 and 3;0 years of age.…”

Section: Acquisition Of Intonationmentioning

confidence: 99%

Research on First Language Acquisition of Spanish Phonology

Lleó

2008

Studies in Hispanic and Lusophone Linguistics

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This paper deals with research on acquisition of Spanish phonology by young children. The beginnings of this discipline are placed within the model of Generative Grammar, at the end of the 1960s. The two main areas of phonology are considered: on the one hand segments, and certain chronological sequences of segment acquisition, and on the other hand prosody, i.e. syllables, stress, intonation and rhythm. The most important issues of acquisition research are presented, including the relationship between perception and production, the role of prosody in acquisition, underlying representations, and the dependency of morphology on prosody. The main models of the field are also discussed, namely rules, parameters and constraints. The beginnings of morphological development and its dependence on phonology are briefly discussed as well. Finally, the acquisition of Spanish phonology in bilingual contexts is also described. The paper deals exclusively with normal first language acquisition, and does not refer to speech language impaired children nor to second language acquisition. ideas and claims about L1 phonological acquisition, and even about certain stages of acquisition, like the transition from babbling into language proper.The first pieces of work on L1 phonological acquisition were done on English. Stanford University, centered around the work of Charles Ferguson, was a flourishing center that grouped many phonologists who began to work on such issues, not limiting themselves to English, as Ingram worked on Italian, and Macken and Hochberg on Spanish, just to mention a few of the initial attempts to linguistically transcend English. Vihman started joint work with the CNRS in Paris, devoting efforts to several languages; a few phonologists, like Vogel and Vihman, began to pose questions related to bilingualism, i.e. the simultaneous acquisition of two languages (see Vihman 1985, Vogel 1975. Here, we will concentrate on work done on the acquisition of Spanish.Main issues of research were defined in work done on the acquisition of English. Two main themes can be identified: on the one hand, acquisition of English per se, in the sense of establishing a chronology for various landmarks. Obviously, young children produce words and utterances in ways that differ, some times substantially, from the language spoken by their parents and caretakers. Research should thus account for development: what resources do children have at the beginning, i.e. what is the initial state? And how and when do they arrive at the final state? Are there turning points in this evolution, or is it a continuous development towards the target? On the other hand, phonological theory proposes certain constructs that should be tested, and acquisition by the young human being is a test case from which theory can learn much. Among such constructs are notions like the phoneme, the syllable and all other constituents of the prosodic hierarchy, the underlying representations, and whether descriptions should be based on either rules or constraints.Resear...

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Section: Acquisition Of Intonationmentioning

confidence: 99%

Research on First Language Acquisition of Spanish Phonology

Lleó

2008

Studies in Hispanic and Lusophone Linguistics

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“…Our results are clearly incompatible with language dominance accounts. In dominance-based accounts, bilinguals transfer knowledge from their dominant language, which can lead to accelerated development in their non-dominant language (e.g., [14,18]). We included bilingual infants with exposure to English ranging from 20% to 80%, and yet bilingual infants' success at segmenting Spanish trochees was not predicted by percent of exposure to English.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Lleó and colleagues [17,18] propose that the accelerated rate of development in the production of Spanish codas (e.g., "azul" blue [aθul]) in Spanish-German bilingual children (1;1-2;3) living in Germany, when compared to age-matched Spanish monolinguals, is due to language dominance. German has more codas (63%) compared to Spanish (28%; [19]; more on frequency effects below).…”

Section: Previous Proposals To Account For Acceleration 1language Dom...mentioning

confidence: 99%

Constraints on Acceleration in Bilingual Development: Evidence from Word Segmentation by Spanish Learning Infants

Mateu,

Sundara

2024

Behavioral Sciences

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We have previously shown that bilingual Spanish and English-learning infants can segment English iambs, two-syllable words with final stress (e.g., guiTAR), earlier than their monolingual peers. This is consistent with accelerated development in bilinguals and was attributed to bilingual infants’ increased exposure to iambs through Spanish; about 10% of English content words start with an unstressed syllable, compared to 40% in Spanish. Here, we evaluated whether increased exposure to a stress pattern alone is sufficient to account for acceleration in bilingual infants. In English, 90% of content words start with a stressed syllable (e.g., KINGdom), compared to 60% in Spanish. However, we found no evidence for accelerated segmentation of Spanish trochees by Spanish-English bilingual infants compared to their monolingual Spanish-learning peers. Based on this finding, we argue that merely increased exposure to a linguistic feature in one language does not result in accelerated development in the other. Instead, only the acquisition of infrequent patterns in one language may be accelerated due to the additive effects of the other language.

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“…Genesee 1989;Lleó 2002;Lleó and Kehoe 2002;Meisel 1989), but the acquisition path is characterized by cross-linguistic influence. This influence characterizes bilingual phonology (Lleó 2016;Lleó and Rakow 2006), morphology (Nicoladis 1999(Nicoladis , 2003, and syntax (Döpke 1992(Döpke , 1997(Döpke , 1998Gawlitzek-Maiwald and Tracy 1996;Hulk and Müller 2000;Müller and Hulk 2001). Paradis and Genesee (1996) argue that it has two effects: delay and acceleration.…”

Section: Introductionmentioning

confidence: 99%