Child Bilingualism: The Same Old Issues Revisited

Lindholm-Leary, Kathryn J.; Padilla, Amado M.

doi:10.1016/b978-0-12-475660-1.50023-1

Cited by 27 publications

(17 citation statements)

References 24 publications

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“…Code-switching is particularly prevalent among fluent early or simultaneous bilinguals, defined as those who learned both languages before the age of six and continue to use them both in everyday life (McLaughlin, 1978;Poplack, 1980;Padilla & Lindholm, 1984;Flege, 1991;Flege, Munro, & MacKay, 1995;Hamers & Blanc, 2000;Genesee, Paradis & Crago, 2004;Gildersleeve-Neumann & Wright, 2010;Lee & Iverson, 2012). In bilingual research, code-switching has been well studied in regards to grammatical structure (Pfaff, 1979;Poplack 1980Poplack , 1987Woolford, 1983;Belazi, Rubin, & Toribio, 1994;Myers-Scotton, 2008).…”

Section: Introductionmentioning

confidence: 99%

Voice onset time in Spanish–English spontaneous code-switching

Piccinini

Arvaniti

2015

Journal of Phonetics

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Research on the phonetics of code-switching has focused on voice onset time (VOT) and has yielded mixed results regarding cross-language interaction, possibly due to differences in data used (scripted vs. spontaneous speech) and populations examined (L1 vs. L2 dominant, early vs. late bilinguals). Here VOT was measured in a corpus of spontaneous code-switching speech elicited from a homogeneous group of early bilinguals in conversation with and without distraction (completion of jigsaw puzzles). The distraction meant to increase cognitive load, a manipulation that could affect phonetic realization. Both English and Spanish VOT were shorter at codeswitching points than in comparable monolingual utterances. English VOT lengthened overall under increased cognitive load (but remained shorter in code-switching as compared to the monolingual context). These results support previous findings of VOT shortening in code-switching for both English and Spanish, and confirm that the effect applies in the natural speech of early bilinguals.

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Section: Introductionmentioning

confidence: 99%

Voice onset time in Spanish–English spontaneous code-switching

Piccinini

Arvaniti

2015

Journal of Phonetics

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“…Bilingual children are commonly categorized into simultaneous and sequential [13], but the ages at which each group is categorized vary depending on the researchers. For example, Padilla and Lindholm [14] apply the term bilingual speaker to individuals who have simultaneously acquired two languages, and have generally received an equal amount of exposure and input from each language from birth. Genesee et al [15] apply the term to individuals who have been exposed to their L2 within the first year of life while McLaughlin [16] and Hamers and Blanc [17] considered simultaneous bilingual children as having acquired the L2 before the L1 is established.…”

Section: Empirical Evidence Of Phonetic Category Formation In Bilingumentioning

confidence: 99%

A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual Children

Lee¹

2018

Multilingualism and Bilingualism

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This chapter reviews theories and research about phonetic category formation in bilingual children. Investigating phonetic categories provides us with a way to answer one of the longstanding theoretical issues in bilingualism, that is, whether bilingual children possess one versus two linguistic systems in the learning of their respective languages. In this chapter, theoretical backgrounds of phonetic categories in bilingual adults and children are reviewed. Then, empirical evidence showing phonetic categories in bilingual children is summarized. Finally, a development model of phonetic category formation in simultaneous and sequential bilingual children is proposed. Based on the model, detailed phonetic categories do not form across-the-board and bilingual children may invoke multi-dimensional representations of phonetic categories.Flege further hypothesized that a single phonetic category is used to process similar L1 and L2 sounds due to equivalent classification. If sounds in the L1 and L2 are perceptually linked, then their perceived similarities may block category formation by what Flege refers to as the "mechanism of equivalence classification" [4]. For this process, phonetic category assimilation may occur. Flege and Eefting [5] examined the voice-onset-time (VOT) values of Spanish and English stop consonants as produced by Spanish-English bilinguals. They noted that Spanish-English bilinguals produced stop consonants in English with VOT values resembling those seen in Spanish, suggesting that phonetic category formation was blocked due to similarities in stop consonant production. Flege also predicts two circumstances in which bilingual productions may differ from that of monolinguals: a bilingual's category formation is deflected away from the L1 category in order to maintain phonetic contrast between categories sharing a common L1-L2 phonological space; as a result, representations produced by bilinguals are based on Multilingualism and Bilingualism 78 A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual…

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“…Scholars like Swain (1972) Mclaughlin (1978), Padilla and Lindholm (1984), Romaine (1995) looked at how children acquire two languages together (Simultaneous Bilingualism), while scholars of Sequential Bilingualism (Tabors and Snow 1994;Ervin-Tripp 1974;Hakuta 1974) researched on what happens to children when they learn a second language after three or more years of acquiring their first language. The development paths of simultaneous and sequential bilingualism are different.…”

Section: Early Childhood Bilingualism: Simultaneous Versus Sequentialmentioning

confidence: 99%

From Bengali to English: sequential bilingualism of a second-generation British Bangladeshi

Al-Azami

2013

International Journal of Bilingual Education and Bilingualism

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Abstract:The paper discusses sequential language acquisition of the researcher's daughter Safa who transformed from a monolingual Bengali speaker to an almost monolingual English speaker in a few months after moving to the UK. Safa was born in Bangladesh and was a monolingual Bengali speaker until she was 3:9 when the family moved to the UK. Unlike most research on sequential bilingualism, Safa's transition from Bengali to English went through a period of an invented language, which she developed and used for a few months. Safa then underwent language shift as Bengali became her passive language. Safa's loss of fluency in Bengali was mainly due to the absence of Bengali linguistic environment, because her family lived outside the community. Safa's mother's indifference to Bangladeshi ethnicity and her parents' positive attitude towards Britishness meant that her decline in Bengali did not cause them much concern. Despite the lack of proficiency in Bengali, Safa still retains a strong ethnic Bangladeshi identity. Tabors and Snow's (1994) four-stage developmental process of sequential second language acquisition has been applied to find the similarities and differences in Safa's case, while language maintenance and shift theories have contributed to the study of the process of her language shift. Second language acquisition and bilingualismSecond language acquisition (SLA) implies that the learner has already acquired their first language to a certain degree of competence before learning another language. According to some research adults and children do not learn a second language in the same manner and at the same speed. The popular view, supported by the Critical Period Hypothesis (CPH) (Lenneberg, 1967), and other subsequent studies (Oyama 1978;Patkowski 1980;Johnson and Newport 1989) claim that children acquire second language much quicker than adults.However, this early sensitivity hypothesis has been challenged by quite a few recent studies.Singleton finds a huge variation in this hypothesis, which "fatally undermines the status of There are many theories on second language acquisition. The Behaviourist theory emphasizes the interference of L1 on L2 learning. The Acculturation theory (Schumann 1978) argues that successful learning takes place when there are fewer social and psychological distances between L1 and L2 speakers. Chomsky's Universal Grammar theory (1976), though it applies mainly to L1 acquisition, is also used in second language acquisition study as his proposed biological Language Acquisition Device relates to the mental faculty and can be applicable to L2 acquisition as well. Krashen (1978), being influenced by the mentalist approach, distinguishes between language learning and language acquisition emphasizing the mental 'input' required in language acquisition. The Interactionist theorists claim their views to be more powerful 'because they invoke both innate and environmental factors to explain language learning' (Larsen-Freeman and Long 1991, 266). All these theories focus mainly on the a...

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Child Bilingualism: The Same Old Issues Revisited

Cited by 27 publications

References 24 publications

Voice onset time in Spanish–English spontaneous code-switching

Voice onset time in Spanish–English spontaneous code-switching

A Psycholinguistic Perspective on Development of Phonetic Category Formation in Bilingual Children

From Bengali to English: sequential bilingualism of a second-generation British Bangladeshi

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