Chapter 9: Grammatical Gender in Bilingual and Monolingual Children: A Spanish Morphosyntactic Distinction

Gathercole, Virginia C. Mueller

doi:10.21832/9781853595721-010

Cited by 101 publications

(121 citation statements)

References 0 publications

Supporting

Mentioning

104

Contrasting

Unclassified

Order By: Relevance

“…These differences in marking definiteness across languages seem to place a major obstacle in the learning of English by speakers of Chinese or Indo-Aryan languages. A similar mechanism, but with respect to a different linguistic area, had been found in English learners of German (MacWhinney 2005) and Spanish (Gathercole 2002). In German and Spanish, nouns are marked for grammatical gender, whereas English nouns are not.…”

Section: A Bilingual Perspectivesupporting

confidence: 59%

“…This idea follows from theories and research on bilingualism (e.g. Döpke 2000; Gathercole 2002;Kohnert, Bates, and Hernandez 1999;MacWhinney 2005;Pavlenko and Jarvis 2002;Van Hell and Dijkstra 2002;White 2003).…”

Section: A Bilingual Perspectivementioning

confidence: 99%

“…This assumption is based on theories of bilingualism that propose that knowledge of one language can affect performance in another language (e.g. Dö pke 2000; Gathercole 2002;Kohnert, Bates, and Hernandez 1999;MacWhinney 2005;Pavlenko and Jarvis 2002;van Hell and Dijkstra 2002;White 2003). If knowledge of sign language indeed influences writing in an oral language, then NPs in the writing of children who are proficient in sign language should reflect the structure of sign language more than NPs in the writing of children who are not proficient in sign language, particularly with regard to those aspects that differ substantially across sign language and oral language, in particular articles (see section NPs in Dutch and SLN for a detailed description of the structure of NPs in SLN and oral Dutch).…”

Section: Influence Of Sign Language Knowledge On Writingmentioning

confidence: 99%

See 2 more Smart Citations

Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language

Beijsterveldt

Hell

2010

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

We report an analysis of lexical noun phrases (NPs) in narrative and expository texts written by Dutch deaf individuals from a bimodal bilingual perspective. Texts written by Dutch deaf children and adults who are either proficient in Sign Language of the Netherlands (SLN) or low-proficient in SLN were compared on structures that either overlap in Dutch and SLN (presence of overt subject and object NPs, NP modifiers, and NP-internal agreement), or are absent in SLN (articles). We found that deaf participants experienced significant difficulty with lexical NPs. Further, deaf proficiently signing children (but not adults) more often omitted obligate articles than deaf low-proficiently signing children. Deaf proficiently signing children and adults did not differ from low-proficiently signing children and adults, however, in the use of NP modifiers, NP-agreement errors and omissions of obligatory NPs. We conclude that proficiency in sign language seems to affect particularly those aspects that differ substantially across sign language and oral language, in this case, articles. We argue that adopting a bimodal bilingual approach is important to understand the writing of deaf children.

show abstract

Section: A Bilingual Perspectivesupporting

confidence: 59%

Section: A Bilingual Perspectivementioning

confidence: 99%

Section: Influence Of Sign Language Knowledge On Writingmentioning

confidence: 99%

See 1 more Smart Citation

Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language

Beijsterveldt

Hell

2010

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

show abstract

“…Andersen (1982), for example, stated that without a decrease in L1 contact it is 'unlikely that there will be much attrition at all' (90). The studies by Bylund, Abrahamsson, and Hyltenstam (2010), Hakuta and D'Andrea (1992) and Yeni-Komshian, Flege, and Liu (2000) report statistically significant, positive correlations between L1 proficiency and degree of L1 contact (defined, for example, as 'language spoken at home') (for the role of L1 contact in young attriters/incomplete learners, see also , Merino 1983;Mueller Gathercole 2002).…”

Section: L1 Attrition In a L2 Settingmentioning

confidence: 99%

The effects of heritage language instruction on first language proficiency: a psycholinguistic perspective

Bylund

Díaz

2012

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

This study investigates the effects of weekly heritage language (HL) classes on first language (L1) proficiency in speakers who arrived in the second language (L2)-dominant setting before the onset of puberty. Two groups of L1 Spanish Á L2 Swedish bilingual high school students living in Sweden participated in the study. One group currently attended HL classes once a week, whereas the other group was no longer doing so. The two groups did not differ with regard to the total number of years of HL class attendance, age of arrival in Sweden, length of residence or degree of L1 contact. Results from a grammaticality judgement test and a cloze test showed that the group that currently attended HL classes outperformed the non-attending group. Using a framework that emphasises heightened attrition susceptibility among speakers who lost contact with the L1-dominant setting before puberty, the study suggests that HL classes function as a factor that, all other things being equal, may counterweigh attrition susceptibility. Moreover, it is suggested that the effects of HL classes on L1 proficiency are short term rather than long term. That is to say, once attendance ceases the counterweighing effect is less visible.

show abstract

“…Hart and Risley 1995;Oller and Eilers 2002;Gathercole 2002aGathercole , 2002bGathercole , 2002c. This is especially the case in bilingual communities where the opportunity to receive, hear and use any one language may be reduced in comparison with a monolingual speaker of that language and is particularly noticeable for those languages that operate under minority conditions in those communities (Oller and Eilers 2002;Gathercole 2007;Gathercole and Thomas 2009).…”

Section: Introductionmentioning

confidence: 99%

Variation in language choice in extended speech in primary schools in Wales: implications for teacher education

Lewis

Apolloni

2012

Language and Education

View full text Add to dashboard Cite

Children's exposure to a minority language is often limited to the education domain. Consequently, educational establishments have an important role to play in maintaining and enhancing the linguistic achievements of minority first language (L1) speakers whilst at the same time developing the competence of those learning it as a second language (L2). This not only involves the provision of continuous exposure to the language, but also the need to elicit extended speech from the child. In order to identify the extent to which Welsh-speaking children (and L2 speakers in particular) are given enough opportunities to participate actively in extended conversations in Welsh, the linguistic interchanges between teacher and child in the classroom were examined in 10 schools across Wales. The results revealed that whilst children do have opportunities to respond in Welsh to verbal requests through extended speech in class, the extent to which L2-speaking children -and boys in particular -engage in such practices is limited. The implications of the results for classroom discourse strategies in minority language contexts are discussed.

show abstract

Chapter 9: Grammatical Gender in Bilingual and Monolingual Children: A Spanish Morphosyntactic Distinction

Cited by 101 publications

References 0 publications

Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language

Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language

The effects of heritage language instruction on first language proficiency: a psycholinguistic perspective

Variation in language choice in extended speech in primary schools in Wales: implications for teacher education

Contact Info

Product

Resources

About