Language mixing in bilingual children:

Müller, Natascha; Cantone, Katja Francesca

doi:10.1017/cbo9780511576331.013

Cited by 13 publications

(3 citation statements)

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“…In addition, it is worth noting that the unitary perspective is at odds not only with codeswitching research but also with scholarship on bilingual first language acquisition, where researchers have found that children’s syntactic and phonological development in two languages proceeds essentially independently of one another, respecting the developmental timetable specific to each language as documented in monolingual acquisition research (Genesee & Nicoladis, 2006; Lindholm & Padilla, 1978; Müller & Cantone, 2009). For example, Paradis and Genesee (1996) found that developing French-English simultaneous bilingual children used finite verb forms earlier in French than in English, used subject pronouns in French exclusively with finite verbs but subject pronouns in English with both finite and nonfinite verbs, and placed verbal negatives after lexical verbs in French (e.g., n’aime pas “do not like,” where pas is negation) but before lexical verbs in English (e.g., do not like ).…”

Section: Individual Multilingualismmentioning

confidence: 99%

A Multilingual Perspective on Translanguaging

MacSwan

2017

American Educational Research Journal

448

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Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.

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Section: Individual Multilingualismmentioning

confidence: 99%

A Multilingual Perspective on Translanguaging

MacSwan

2017

American Educational Research Journal

448

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“…Structural studies of children’s language mixing (e.g., Gawlitzek-Maiwald & Tracy, 1996; Jisa, 2000; Meisel, 2004; Muller & Cantone, 2009; Paradis, Nicoladis, & Genesee, 2000) have yielded mixed results as to whether children follow the structural constraints attributed to adult code-switching. Sociolinguistic research (e.g., Comeau, Genesee, & Lapaquette, 2003; Genesee, Boivin, & Nicoladis, 1996; Lanza, 1992; Reyes, 2004) suggests that, as early as age two, children are able to adjust their relative use of one language or the other based on their conversation partner, although they do sometimes produce words in the inappropriate language for a given listener.…”

Section: Language Switching Studies In Childrenmentioning

confidence: 99%

Voluntary language switching in English–Spanish bilingual children

Gross

Kaushanskaya

2015

Journal of Cognitive Psychology

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Although bilingual children frequently switch between languages, the psycholinguistic mechanisms underlying the emerging ability to control language choice are unknown. We examined the mechanisms of voluntary language switching in English-Spanish bilingual children during a picture-naming task under two conditions: 1) single-language naming in English and in Spanish; 2) either-language naming, when the children could use whichever language they wanted. The mechanism of inhibitory control was examined by analyzing local switching costs and global mixing costs. The mechanism of lexical accessibility was examined by analyzing the properties of the items children chose to name in their non-dominant language. The children exhibited significant switching costs across both languages and asymmetrical mixing costs; they also switched into their non-dominant language most frequently on highly accessible items. These findings suggest that both lexical accessibility and inhibition contribute to language choice during voluntary language switching in children.

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“…Studies have found support for Myer-Scotton's MLF model (Paradis et al, 2000;Pert & Letts, 2006), Poplacks's Free Morpheme and Equivalent Constraints (Gutiérrez-Clellen et al, 2009;Halpin & Melzi, 2018), and MacSwan's Minimalist Approach (Cantone, 2005). As in studies on adult CS, violations of CS constraints, for example, the Government and Functional Head Constraints, have been reported (Cantone, 2005;Müller & Cantone, 2009).…”

Section: Codeswitching In Bilingual Children and Grammatical Constraintsmentioning

confidence: 81%

Codeswitching within prepositional phrases: Effects of switch site and directionality

Soesman

Walters

2021

International Journal of Bilingualism

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Aims and Research Questions: Codeswitching (CS) was investigated among English-Hebrew bilingual preschool children in a sentence repetition task focusing on switching at different points in prepositional phrases (PPs). We asked the extent to which sentence repetition accuracy differed (1) as a function of the switch site in the PP and (2) as a function of directionality, English-to-Hebrew versus Hebrew-to-English CS. Design/Methodology: English/first language (L1)-Hebrew/second language (L2), sequential bilingual children ( N = 65), ages 5;5–6;5, participated. Thirty-six English and 36 Hebrew stimulus sentences were matched for semantic content and syntax. English stimulus sentences contained switches to Hebrew; Hebrew stimuli contained switches to English. Six ‘switch’ conditions were examined: a single codeswitched noun (N), a determiner–noun switch (DET+N), a codeswitched preposition (P), a preposition–determiner switch (P+DET), a switch of the entire PP (P+DET+N), and a no-switch condition. Data and Analysis: Audio recordings were transcribed and coded. Full sentence repetition was coded as correct/incorrect. The number of errors and the proportion of CS errors were computed. A 6 × 2 repeated-measures analysis of variance examined the effects of switch site within the PP and directionality (L1-to-L2 versus L2-to-L1). Findings/Conclusions: Accuracy was highest for the non-switched, N, and P+DET+N conditions. Accuracy was lowest for DET+N switches in English sentences, and for P switches in Hebrew sentences, and these two conditions showed the highest proportion of CS errors. The findings show evidence for a hierarchy of processing costs and directionality differences, which are interpreted in terms of contrastive typological features, particularly definiteness marking in the two languages, English by a free morpheme, and Hebrew by a bound clitic.

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Language mixing in bilingual children:

Cited by 13 publications

References 0 publications

A Multilingual Perspective on Translanguaging

A Multilingual Perspective on Translanguaging

Voluntary language switching in English–Spanish bilingual children

Codeswitching within prepositional phrases: Effects of switch site and directionality

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