3. Cross-linguistic Influence and Patterns of Acquisition

Cantone, Katja Francesca; Davies, Susanne; Shadrova, Anna

doi:10.21832/9781783091713-006

Cited by 2 publications

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“…Half were grammatically correct (e.g., ‘Dw i yn hapus “I am happy”). The remaining half included errors, some of which are typically heard among L1 English speakers who are L2 learners of Welsh, reflecting a reliance on the underlying structure of English word order (see Gathercole & Thomas, 2005; Thomas, Cantone, Davies, & Shadrova, 2014, for issues relating to cross-linguistic transfer in Welsh-speaking bilinguals), while others were developmental errors that are heard by L1 and L2 speakers but are sustained for longer among learners than native speakers. These errors included the use of the masculine numeral dau “two” and pronoun (f)o “him, it” for a feminine referent and the erroneous person realization of the present-tense (affirmative) form of the verb bod “to be”: * mae fi is-I “*I is” versus rydw i am-I “I am.” The researcher would read out both correct and incorrect sentences that were displayed on the HP touchscreen, and the child's task was to decide which sentences “sounded right” and which ones “sounded wrong” in Welsh to the child.…”

Section: Methodsmentioning

confidence: 99%

Exploring minority language input sources as means of supporting the early development of second language vocabulary and grammar

Williams

2017

Applied Psycholinguistics

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Exposure to a minority language is largely limited in terms of frequency, and often delivered by nonnative speakers in certain domains. This study aimed to evaluate the effectiveness of two types of native-language input sources (story telling and minority language children's television) in providing 4- and 5-year-old native English-speaking children with beginning awareness of Welsh. Results revealed that exposure to Welsh via television programs was equally as beneficial, if not more so in some cases, as listening to Welsh stories in developing children's vocabulary, particularly within the context of social interaction. These results suggest a useful and potentially effective role for the use of native-language television within a carefully designed language curriculum to aid early second language development in minority language contexts.

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Section: Methodsmentioning

confidence: 99%

Exploring minority language input sources as means of supporting the early development of second language vocabulary and grammar

Williams

2017

Applied Psycholinguistics

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“…Tá an toradh seo ag teacht le taithí na Breataine Bige chomh maith. Sealbhaíonn cainteoirí óga dátheangacha a labhraíonn teanga mhionlaigh leibhéal inniúlachta sa teanga ceannasach beag beann ar an méid den mhionteanga a labhraítear sa bhaile (Thomas, Cantone, Davies, & Shadrova 2014). I gcás na Gaeltachta, is ionann cur siar mhúineadh an Bhéarla ar feadh dhá bhliain agus é a chur siar go mbeidh daltaí 6-7 mbliana d'aois.…”

Section: Cur Siar Mhúineadh An Bhéarlaunclassified

Cur siar mhúineadh an Bhéarla i mbunscoileanna Gaeltachta: más mall is mithid

Duibhir

Thuairisg

2019

TEANGA

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Bhí iliomad coiste, comhairle, agus coimisiúin a rinne iniúchadh ar an gcóras oideachais Gaeltachta i gcaitheamh na mblianta ó 1926 i leith. Tugadh neamhaird den chuid is mó ar mholtaí na dtuarascálacha éagsúla go dtí gur foilsíodh Curaclam Teanga na Bunscoile (An Chomhairle Náisiúnta Curaclaim agus Measúnachta, 2015) agus an Polasaí don Oideachas Gaeltachta (An Roinn Oideachais agus Scileanna, 2016). Ceadaítear tréimhse tumadh iomlán sa Ghaeilge den chéad uair de réir na moltaí sna cáipéisí sin. Ardaíonn sé seo ceisteanna do scoileanna Gaeltachta maidir le riachtanais oideachais teanga cainteoirí óga Gaeilge na Gaeltachta. Ar chóir múineadh an Bhéarla a thosú go luath do na cainteoirí seo ag aithint go maireann siad i ndomhan ina bhfuil an Béarla ceannasach? Déantar cur síos san alt seo ar an iniúchadh a rinneadh ar na moltaí éagsúla a rinneadh maidir leis an oideachas Gaeltachta agus ar an litríocht ábhartha le fáil amach an bhfuil bonn láidir oideachasúil faoin bpolasaí seo. Mhaígh Ó Duibhir agus Cummins (2012) go n-aistríonn scileanna áirithe teanga, ar nós scileanna litearthachta, ó theanga amháin go teanga eile. Más fíor sin, d’fhéadfaí a mhaíomh gur cuma cé acu teanga go dtéitear i ngleic léi ar dtús mar go n-aistreofar na scileanna ó theanga amháin go dtí an ceann eile. Léiríonn taighde eile le páistí Gaeltachta (7-12 bliain d’aois) ar chainteoirí dúchais iad, go bhfuil stór focal níos fairsinge acu sa Bhéarla ná mar atá sa Ghaeilge (Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan, 2014). B’fhéidir gur fianaise í seo go bhfuil sealbhú neamhiomlán i gceist do na páistí seo agus go rachadh sé chun sochair dóibh múineadh an Bhéarla a chur siar chun breis ama a thabhairt dóibh bonn níos seasmhaí a chur faoina gcumas Gaeilge. Numerous committees, advisory bodies and commissions have investigated the Gaeltacht education system over the years since 1926. The recommendations of the resulting reports were on the whole ignored until the publication of the Primary Language Curriculum (National Council for Curriculum and Assessment, 2015) and the Policy for Gaeltacht Education (Department of Education and Skills, 2016). According to the recommendations in these documents, a total immersion period in Irish is permitted for the first time. This raises questions for Gaeltacht schools about the language education needs of young Irish speakers in their schools. Should the teaching of English commence early for these speakers recognising that they live in an English dominated world? In this paper, we describe an investigation of the various recommendations that were made about Gaeltacht education and the relevant literature to examine whether there is a strong educational rationale underlying this policy. Ó Duibhir and Cummins (2012) claimed that some linguistic skills, such as literacy skills, transferred from one language to another. If this is the case, it could be claimed that it does not matter which language is encountered first as the skills will transfer from one language to the other. Research by Péterváry, Ó Curnáin, Ó Giollagáin, & Sheahan (2014) involving native Irish-speaking Gaeltacht children (7-12 years) found that the children had a larger vocabulary in English than in Irish. This may be evidence that those children are experiencing incomplete acquisition and that they might benefit from a delay in the introduction of English in order to give them extra time to lay a firmer foundation for their ability in Irish.

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3. Cross-linguistic Influence and Patterns of Acquisition

Cited by 2 publications

References 0 publications

Exploring minority language input sources as means of supporting the early development of second language vocabulary and grammar

Exploring minority language input sources as means of supporting the early development of second language vocabulary and grammar

Cur siar mhúineadh an Bhéarla i mbunscoileanna Gaeltachta: más mall is mithid

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