Ultimate attainment in bilingual first language acquisition

Hager, Malin; Müller, Natascha

doi:10.1016/j.lingua.2015.05.014

Cited by 7 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Delays have been mainly reported for the lexical domain, with a 2L1 child’s vocabulary in either language being smaller than that of monolingual same-age peers and with less accurate performance on rapid lexical retrieval tasks (Bialystok, 2009). But delays have also been found for grammatical gender (see Gathercole and Thomas, 2009, for Welsh; Eichler et al, 2013, for German neuter gender) and for dative case/gender in German (Hager and Müller, 2015).…”

Section: Factors Influencing Child Bilingual Acquisitionmentioning

confidence: 96%

“…Studies comparing 2L1 children to monolingual children have generally found that simultaneous bilinguals were not disadvantaged, acquiring the two languages in a similar fashion and at a similar pace as their monolinguals peers (for an overview see Genesee and Nicoladis, 2007). Some studies reported specific acceleration effects, whereas other studies reported delays (see Hager and Müller, 2015, for a discussion of robust and non-robust domains in 2L1 children in comparison to monolingual children of the same language; see Müller, 2017, for a discussion of sources for acceleration and delay). Acceleration has been found for the area of morpho-syntax, with functional elements from the more developed language serving as a bootstrap for the acquisition of the functional elements of the other language (e.g., Gawlitzek-Maiwald and Tracy, 1996).…”

Section: Factors Influencing Child Bilingual Acquisitionmentioning

confidence: 99%

See 1 more Smart Citation

The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition

Schulz

Grimm

2019

Front. Psychol.

View full text Add to dashboard Cite

In this paper, we investigate whether timing in monolingual acquisition interacts with age of onset and input effects in child bilingualism. Six different morpho-syntactic and semantic phenomena acquired early, late or very late are considered, with their timing in L1 acquisition varying between age 3 (subject-verb agreement) and after age 6 (case marking). Data from simultaneous bilingual children (2L1) whose mean age of onset to German was 3 months are compared with data from early second language learners of German (eL2) whose mean age of onset to German was 35 months as well as with data from monolingual children. To explore change over time, children were tested twice at the ages of 4;4 and 5;8 years. The main findings were that 2L1 children had an advantage over their eL2 peers in early acquired phenomena, which disappeared with time, whereas in late acquired phenomena 2L1 and eL2 children did not differ. Moreover, 2L1 children performed like monolingual children in early acquired phenomena but had a disadvantage in the late acquired phenomena with the amount of delay decreasing with time. We conclude that age of onset effects are modulated by effects of timing in monolingual acquisition. Contrary to expectation, input in terms of language dominance, measured as the dominant language used at home, did not affect simultaneous bilingual children’s performance in any of the phenomena. We discuss the implications of our findings for the hypothesis that acquisition of late phenomena is determined by input alone and suggest an alternative concept: the learner’s internal need for time to master a phenomenon, which is determined by its complexity and cross-linguistic robustness.

show abstract

Section: Factors Influencing Child Bilingual Acquisitionmentioning

confidence: 96%

Section: Factors Influencing Child Bilingual Acquisitionmentioning

confidence: 99%

The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition

Schulz

Grimm

2019

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…How does bilingual language experience influence the word reading process? Dual first language learners are exposed to their two languages simultaneously in early childhood, within the sensitive period of brain development for language function ( Hager & Müller, 2015 ; Weber-Fox & Neville, 1996 ). At the same time, two languages housed within a single cognitive system are known to interact ( Chung, Chen & Geva, 2019 ; Petitto, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals

et al. 2022

View full text Add to dashboard Cite

Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals (N = 350, ages 5–9), we first revealed unique contributions of derivational (friend-li-est) and compound (girl-friend) morphology to early word reading. We then examined mechanisms of bilingual transfer in matched samples of Spanish–English and Chinese–English dual first language learners. Results revealed a principled cross-linguistic interaction between language group (Spanish vs. Chinese bilinguals) and type of morphological awareness. Specifically, bilinguals’ proficiency with the type of morphology that was less characteristic of their home language explained greater variance in their English literacy. These findings showcase the powerful effects of bilingualism on word reading processes in children who have similar reading proficiency but different language experiences, thereby advancing theoretical perspectives on literacy across diverse learners.

show abstract

“…Other interesting studies went deep into grammar, which includes the complement control acquisition of Mandarin Chinese language [93] and ditransitive verb structure acquisition for Russian and Ukrainian languages [94]. Others discussed language acquisition from different perspectives aside from grammar, such as bilingual first language acquisition [95], discriminate of vowel length for deaf infants [96] and comprehension of 'who' questions among children with hearing loss [97]. The rest of the studies focused on other areas, such as expressive communication skills [21], single-word to multiword speech [98], phonological network influences in children's speech [46], normative database of word production [99], mother sensitivity, cognitive and linguistic stimulation's effect over deaf children language growth [100], phonemic accuracy development in children with cochlear implants [101], children's syllabic words spelling [102], expressive and receptive language role in the recovery or persistence of stuttering [103].…”

Section: ) Skillsmentioning

confidence: 99%

A Review of Data Analysis for Early-Childhood Period: Taxonomy, Motivations, Challenges, Recommendation, and Methodological Aspects

Alamoodi

Zaidan

et al. 2019

IEEE Access

View full text Add to dashboard Cite

Early childhood is a significant period when transitions take place in children. This period is a hot topic among researchers who pursue this domain across different scientific disciplines. Many studies addressed social, scientific, medical, and technical topics during early childhood. Researchers also utilized different analysis measures to conduct experiments on the different types of data related to the early childhood to produce research articles. This paper aims to review and analyze the literature related to early childhood in addition to the data analyses and the types of data used. The factors that were considered to boost the understanding of contextual aspects in the published studies related to early childhood were considered as open challenges, motivations, and recommendations of researchers who aimed to advance the study in this area of science. We systematically searched articles on topics related to early childhood, the data analysis approaches used, and the types of data applied. The search was conducted on five major databases, namely, ScienceDirect, Scopus, Web of Science, IEEE Xplore, and PubMed from 2013 to September 2017. These indices were considered sufficiently extensive and reliable to cover our field of the literature. Articles were selected on the basis of our inclusion and exclusion criteria (n = 233). The first portion of studies (n = 103/233) focused on the different aspects related to the development of children in early age. They discussed different topics, such as the body growth development of children, psychology, skills, and other related topics that overlap between two or more of the previous topics or do not fall into any of the categories but are still under development. The second portion of studies (n = 107/233) focused on different aspects associated with health in early childhood. A number of topics were discussed in this regard, such as those related to family health, medical procedures, interventions, and risk that address the health-related aspects, in addition to other related topics that overlap between two or more of the previous topics or do not fall into any of the categories but are still under health. The remaining studies (n = 23/233) were categorized to the other main category because they overlap between the previous two major categories, namely, development and health, or they do not fall into any of the previous main categories. Early childhood is a sensitive period in every child's life. This period was studied using different means of data analysis and with the aid of different data types to produce different findings from the previous studies. Research areas on early childhood vary, but they are equally significant. This paper emphasizes the current standpoint and opportunities for research in this area and boosts additional efforts toward the understanding of this research field. INDEX TERMS Early-childhood, panel data, longitudinal data, cross-sectional time series data.

show abstract

Ultimate attainment in bilingual first language acquisition

Cited by 7 publications

References 26 publications

The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition

The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition

Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals

A Review of Data Analysis for Early-Childhood Period: Taxonomy, Motivations, Challenges, Recommendation, and Methodological Aspects

Contact Info

Product

Resources

About