Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

Abstract

This study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected to test different phonological properties. The bilinguals’ first languages were coded in terms of the frequency and complexity of these phonological properties. Results indicated that bilinguals who spoke languages characterized by high frequency/complexity of codas and clusters had superior results in their coda and cluster accuracy in comparison to monolinguals. Bilinguals also had better coda and cluster accuracy scores than monolinguals. These findings provide evidence for cross-linguistic interaction in combination with a ‘general bilingual effect’. In addition, percent French exposure, SES, total vocabulary, and gender influenced phonological production.

Arabic-Spanish Language Contact in Puerto Rico: A Case of Glottal Stop Epenthesis

“…When examining the differences between types of bilinguals, a distinction can be made between simultaneous bilinguals (those who learned two languages at the same time) and sequential bilinguals (those who learned one language followed by another). Kehoe and Havy (2019) show that language dominance has less of an effect on phonetic transfer in early sequential and simultaneous bilinguals than in late sequential bilinguals. While some studies have suggested that early sequential and simultaneous bilinguals do not differ drastically from monolinguals of both languages (Guion 2003;Mack 1989), Fowler et al (2008 suggests that there are differences in production between these groups.…”

“…Languages 2019, 4, x FOR PEER REVIEW word boundaries. Spanish and Arabic have different p they each utilize different strategies for resyllabificatio L1 Arabic to L2 Spanish in Arabic-Spanish bilinguals, l study aims to investigate whether Arabic-Spanish bil boundaries differently than Spanish monolinguals du findings of previous research (e.g., Biondi Assali 1989bHavy 2019Van Coetsem 1988;Winford 2003), we ex sequential) and language dominance have an effect on of the two vowels and stress of the second vowel affect (Barbería 2012;Hualde 2014;Hualde and Prieto 2002). T strategies acoustically as a result of transfer in Arabic-S these languages in contact in the Caribbean in general.…”

“…The present study aims to investigate whether Arabic-Spanish bilinguals syllabify vowel sequences across word boundaries differently than Spanish monolinguals due to an influence from Arabic. Considering the findings of previous research (e.g., Biondi Assali 1989b; Broselow 1984;Fowler et al 2008;Kehoe and Havy 2019;Van Coetsem 1988;Winford 2003), we examine if bilingual type (simultaneous vs. early sequential) and language dominance have an effect on phonetic transfer. We also investigate if height of the two vowels and stress of the second vowel affect how these participants realize vowel sequences (Barbería 2012;Hualde 2014;Hualde and Prieto 2002).…”

“…Phonological processes of word final consonants.Languages 2019, 4, x FOR PEER REVIEW word boundaries. Spanish and Arabic have different ph they each utilize different strategies for resyllabification L1 Arabic to L2 Spanish in Arabic-Spanish bilinguals, le study aims to investigate whether Arabic-Spanish bilin boundaries differently than Spanish monolinguals due findings of previous research (e.g.,Biondi Assali 1989bHavy 2019 Van Coetsem 1988; Winford 2003)…”

What factors influence phonological production in French-speaking bilingual children, aged three to six years?

“…Studies examining the influence of language-internal, language-external, and lexical factors on phonological production Kehoe and Havy (2019) investigated the influence of language-internal, languageexternal, and lexical factors on the phonological production skills of monolingual and bilingual French-speaking two-and-a-half-year-olds. The bilinguals had differing first languages (L1s) (e.g., Spanish, Portuguese, English, etc.)…”