Acquisition of Basque in successive bilingualism: Data from oral storytelling

Almgren, Margareta; Beloki, Leire; Idiazabal, Itziar; Manterola, Ibon

doi:10.1075/hsm.7.14alm

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…And if the anchoring takes place in the present tense, this is expected to be maintained throughout the text. Changes between past and present tense may also be a resource for narrative dynamism, but problems in the cohesion of the text are produced if unexpected tense switching occurs (Almgren, Beloki, Idiazabal, & Manterola, 2008;Dolz, 1990).…”

Section: Verb Cohesion According Tomentioning

confidence: 99%

Basque L2 development in immersion school settings

Manterola

Almgren

Idiazabal

2012

International Journal of Bilingualism

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The aim of this article is to study the development of Basque L2 by Spanish L1 children who attend school in a total immersion programme where Basque is the vehicular language. Narratives based on an adult model produced at ages 5 and 8 are analysed in order to better understand the acquisition process of Basque L2 in an immersion school context. Basque L1 children who are also educated in Basque from preschool age constitute a reference group. The same subjects participate in the research at both ages, which gives a longitudinal as well as a cross-sectional approach to the study. The degree of narrative autonomy, the organisation of the narrative structure and features of nominal and verbal cohesion and some metalinguistic strategies are analysed. The results show similar skills in both groups, and the differences are not always in favour of the L1 subjects. On the whole, L2 subjects seem to reproduce the adult model more closely. This study contributes to a better understanding of L2 development in a school context, focussing on the positive effects of Basque immersion programmes.

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Section: Verb Cohesion According Tomentioning

confidence: 99%

Basque L2 development in immersion school settings

Manterola

Almgren

Idiazabal

2012

International Journal of Bilingualism

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“…This sequence was repeated until all five children had retold the story, and the adult started again with the next group of five. The sessions were videotaped and transcribed (Almgren, Beloki, Idiazabal, & Manterola, 2008;Almgren, Idiazabal, & Manterola, 2009). Taking into account that the same subjects participated at ages 5 and 8, these data can be considered both cross-sectional and longitudinal.…”

Section: Corpus and Data Collectionmentioning

confidence: 99%

Object–verb and verb–object in Basque and Spanish monolinguals and bilinguals

Barreña

Almgren

2012

International Journal of Bilingualism

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The aim of this article is to analyse the acquisition of object–verb/verb–object word order in Spanish and Basque by monolinguals (L1), early simultaneous bilinguals (2L1) and successive bilinguals, exposed to their second language before ages 5–6 (child L2). In this study, the second language (child L2) is acquired naturalistically, in a preschool setting with no formal instruction for the Basque L2 speakers and by environmental contact for the Spanish L2 speakers. Spanish and Basque are differentiated by their canonical word order as subject–verb–object and subject–object–verb, respectively. In Spanish, the subject–verb–object order is predominant (almost exclusive) in narrative contexts, whereas in Basque, both object–verb and verb–object word orders are possible in these contexts for pragmatic reasons, with a similar use in everyday language. The productions of a few L1 and 2L1 subjects are analysed longitudinally within the 1;06–3;00 age span. Cross-sectional data from 49 subjects who developed a child L2 are analysed at ages 5 and 8. The results reveal that the bilingual children apply the same syntactic patterns as the monolinguals in their respective languages independently of 2L1 or child L2 acquisition.

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“…Gainetik aurkeztu ditugun aztergaietan (autonomia narratiboa eta egitura narratiboa), eman ditugun bestelako adibideetan zein beste lan batzuetan erakutsi dugun moduan, etxetik gaztelaniadunak izanik euskaraz eskolatzen diren haurrek euskara ikasi egiten dute (Almgren et al, edo Ezeizabarrena et al liburu honetan bertan). Eta euskaraz gain gaztelania ere ikasi egiten dute (Almgren et al, 2008). Euskaraz eskolatu arren, gaztelaniazko hizkuntza trebetasunak ere garatu izana Cumminsen interdependentziaren hipotesi orokorrak azal dezake.…”

Section: Hizkuntzen Irakaskuntza Integraturako Zenbait Ondoriounclassified

Euskal eredu elebidunak, murgilketa eta hizkuntzen irakaskuntza bateratua: kontzeptuen berrikusketa

Idiazabal

Manterola

2010

EIA

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Artikulu honen helburua euskal irakasteredu elebidunen inguruan hausnarketa egin eta aurrera begira hizkuntzen irakaskuntza integraturako hainbat oinarri proposatzea da. Lau ardatz nagusiren bueltan antolatzen da hausnarketa hau: lehen bi ardatzetan euskal irakaskuntza ereduak abian jartzerakoan eta ondorengo ebaluazioetan irizpide kuantitatiboek izan duten garrantzia azaltzen da, irizpideon indar-guneak eta ahuluneak nabarmenduz. Hirugarren ardatzak murgilketa bidezko irakaskuntzaren oinarri psikolinguistikoak eztabaidatzen ditu. Hizkuntzen didaktikara jotzen da laugarren ardatzean, esparru honetatik egiten diren hainbat gogoeten eta proposatzen diren baliabide zehatzen baliagarritasuna nabarmenduz. Hizkuntzen irakaskuntza integraturako hainbat oinarri proposatzen dira artikuluaren bukaeran, ikasle elebidunen euskarazko eta gaztelaniazko 5 eta 8 urte arteko garapena erakusten duen ikerketa bateko emaitzetatik abiatuta.

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Acquisition of Basque in successive bilingualism: Data from oral storytelling

Cited by 6 publications

References 5 publications

Basque L2 development in immersion school settings

Basque L2 development in immersion school settings

Object–verb and verb–object in Basque and Spanish monolinguals and bilinguals

Euskal eredu elebidunak, murgilketa eta hizkuntzen irakaskuntza bateratua: kontzeptuen berrikusketa

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