Thinking for speaking and cross-linguistic transfer in preschool bilingual children

Nicoladis, Elena; Rose, Alyssa; Foursha-Stevenson, Cassandra

doi:10.1080/13670050903243043

Cited by 24 publications

(28 citation statements)

References 44 publications

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“…A final remark needs to be made on studies that attempt to integrate problems emerging from the research on motion verbs in bilinguals with the issue of language modes discussed in Section 2.1. In at least two studies on motion events (Nicoladis, Alyssa, & Cassandra, 2010;Lai, Rodriguez & Narasimhan, 2014), the potential influence of language mode during data collection on the responses is explicitly addressed. However, in these studies the mode is not systematically manipulated for the sake of comparison; the goal is merely to induce a monolingual mode in the target language.…”

Section: Previous Researchmentioning

confidence: 99%

The effect of language mode on motion event descriptions in German–French bilinguals

Berthelé

Stocker

2016

Lang. cogn.

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When describing motion in space, speakers of French and German are known to show different preferences. In French, the verb typically encodes the path, whereas in German the manner in which the figure moves is mapped onto the verb. In this paper, this difference between the two languages is investigated, drawing on the data produced by forty participants. All participants are multilinguals, with German and French as their two strongest languages. They described fifty video clips in two sessions, once in monolingual and once in bilingual mode. The critical stimuli were always described in German in both language modes, the fillers in German in monolingual mode but in French in bilingual mode. The analyses of the manner and path verb uses show that, in a bilingual mode, speakers significantly converge towards the French model, that is, they reduce the preference for manner verbs and increase the proportion of path verbs.

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Section: Previous Researchmentioning

confidence: 99%

The effect of language mode on motion event descriptions in German–French bilinguals

Berthelé

Stocker

2016

Lang. cogn.

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“…Nicoladis et al . () found that the participants in their study appeared to conceptualize responses in a language specific way, before even selecting the vocabulary that they were going to use. It could be that the participants in this study were operating in a similar way, resulting in omission of verb‐tense marking.…”

Section: Discussionmentioning

confidence: 96%

“…SCE is structurally more similar to Mandarin than SStdE, as in SCE it is optional to mark the verb for tense, number and person, and linguistic context is often used to indicate aspect (Gupta 1994, Fong 2004, Ho and Platt 1993. Nicoladis et al (2010) found that the participants in their study appeared to conceptualize responses in a language specific way, before even selecting the vocabulary that they were going to use. It could be that the participants in this study were operating in a similar way, resulting in omission of verb-tense marking.…”

Section: Ml1 Participantsmentioning

confidence: 96%

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

Brebner

McCormack

Liow

2015

International Journal of Language & Communication Disorders

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What this paper addsThe phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. We know that the development of language for bilingual children differs to that of monolingual children and speech and language therapists need to understand bilingual development for children speaking these languages in order to reliably assess and provide intervention. This study examines the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English.This study provides further evidence that bilingual language development is not the same as monolingual language development. We now know there are very different rates and patterns of verb tense marking in English for children bilingual in English and Mandarin, depending on their language dominance. When assessing bilingual children's language, accurate information needs to be obtained on the child's language dominance over time, even if the language of education for the population is English.

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“…In contrast, Nicoladis (2006) has argued that bilinguals' cross-linguistic influence in production results from competition at the lemma level. In support of this argument is research showing that cross-linguistic influence is generally observed when bilinguals' two languages share similar ways of conceptualizing the objects or events to be talked about (Nicoladis, 2012;Nicoladis & Gavrila, 2015) rather than when the languages differ in the underlying conceptualization (Nicoladis, Rose, & Foursha-Stevenson, 2010).…”

Section: Conceptualization Processing and Cross-linguistic Influencementioning

confidence: 99%

French-English bilingual children’s motion event communication shows crosslinguistic influence in speech but not gesture

Miller

Furman

Nicoladis

2018

LIA

Self Cite

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Bilinguals sometimes show crosslinguistic influence from one language to another while speaking (or gesturing). Adult bilinguals have also shown crosslinguistic influence in gestures as well as speech, suggesting an underlying conceptualization that is similar for both languages. The primary purpose of the present study is to test if the same is true of simultaneous French-English bilingual children in speaking and gesturing about motion. If so, they might show different patterns from both French and English monolinguals. Furthermore, we examined whether there were developmental changes between early and middle childhood. French-English bilingual and French and English monolingual children watched two cartoons and described them. In speech, the bilinguals differed from the English monolinguals, using more lexicalizations of the Path of motion in token numbers but not in type. They did not differ from the French monolinguals. In gestures, all children used a majority of Path gestures. There were few age-related changes. We argue that in speech, the bilinguals conceptualize their two languages differently, but show some crosslinguistic influence due to processing. Gestures may not show this same pattern, because they serve to highlight the important parts of the discourse.

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Thinking for speaking and cross-linguistic transfer in preschool bilingual children

Cited by 24 publications

References 44 publications

The effect of language mode on motion event descriptions in German–French bilinguals

The effect of language mode on motion event descriptions in German–French bilinguals

Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test

French-English bilingual children’s motion event communication shows crosslinguistic influence in speech but not gesture

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