1887
image of Present tense verb morphology of Spanish HL and L2 children in dual immersion
  • ISSN 1879-9264
  • E-ISSN 1879-9272
USD
Buy:$35.00 + Taxes

Abstract

Abstract

We provide a snapshot of childhood morphology development in our investigation of two profiles of bilinguals (age 9–10) in an English-Spanish dual immersion academic setting: Spanish heritage language (SHL,  = 21) and second language (SL2,  = 41) children. Three tasks were given to the 62 bilinguals and 15 age-matched controls (Spanish first language, SL1): oral comprehension of 20 singular-plural present verbs, written sentence production of 10 similar verbs, and a meaning-focused writing task. SHL children were comparable to controls in production of number agreement, and showed no asymmetry between comprehension and production. SL2 learners showed lower accuracy than both SHL and SL1 children. A similar pattern was observed when person agreement and tense, aspect, mood and vowel errors were considered. The most common error among SHL and SL2 children was overregularization of stem vowels, a typical developmental error. The Feature Reassembly model of grammar can accommodate the range of possibilities represented by the data we present.

Loading

Article metrics loading...

/content/journals/10.1075/lab.18026.fer
2019-06-03
2019-10-18
Loading full text...

Full text loading...

References

  1. ACTFL
    ACTFL (2012) ACTFL proficiency guidelines 2012. Alexandria, VA. RetrievedDecember 9, 2017fromhttps://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
    [Google Scholar]
  2. Avant Assessment
    Avant Assessment (2017) Avant STAMP 4Se benchmarks and rubric guide. RetrievedDecember 9, 2017fromhttps://avantassessment.com/stamp4se/benchmarks-rubric-guide
    [Google Scholar]
  3. Berko Gleason, J.
    (2004 [1958]) The child’s learning of English morphology. InB. C. Lust, & C. Foley (Eds.), First language acquisition: The essential readings (pp.253–273). Malden, MA/Oxford: Blackwell.
    [Google Scholar]
  4. Bermúdez-Otero, R.
    (2013) The Spanish lexicon stores stems with theme vowels, not roots with inflectional class features. Probus: International Journal of Latin and Romance Linguistics, 25(1): 3–103.
    [Google Scholar]
  5. Bowden, H. W., Gelfand, M. P., Sanz, C., & Ullman, M. T.
    (2010) Verbal inflectional morphology in L1 and L2 Spanish: A frequency effects study examining storage versus composition. Language Learning, 60(1): 44–87. 10.1111/j.1467‑9922.2009.00551.x
    https://doi.org/10.1111/j.1467-9922.2009.00551.x [Google Scholar]
  6. Carroll, S. E.
    (2000) Input and evidence: The raw material of second language acquisition. Amsterdam/Philadelphia: John Benjamins.
    [Google Scholar]
  7. Chomsky, N.
    (1965) Aspects of the theory of syntax. Cambridge, MA: MIT Press.
    [Google Scholar]
  8. (1995) The Minimalist program. Cambridge, MA: MIT Press.
    [Google Scholar]
  9. (2008) On phases. InR. Freidin, C. P. Otero, & M. L. Zubizarreta (Eds.), Foundational issues in linguistic theory (pp.133–166). Cambridge, MA: MIT Press. 10.7551/mitpress/9780262062787.003.0007
    https://doi.org/10.7551/mitpress/9780262062787.003.0007 [Google Scholar]
  10. Clahsen, H., Aveledo, F., & Roca, I.
    (2002) The development of regular and irregular verb inflection in Spanish child language. Journal of Child Language, 29(3): 591–622. 10.1017/S0305000902005172
    https://doi.org/10.1017/S0305000902005172 [Google Scholar]
  11. Collier, V. P., & Thomas, W. P.
    (2004) The astounding effectiveness of dual language education for all. NABE Journal of Research and practice, 2(1): 1–20.
    [Google Scholar]
  12. (2017) Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37: 203–217. 10.1017/S0267190517000034
    https://doi.org/10.1017/S0267190517000034 [Google Scholar]
  13. Cuza, A.
    (2010) On the L1 attrition of the Spanish present tense. Hispania, 93(2): 256–272.
    [Google Scholar]
  14. (2016) The status of interrogative subject-verb inversion in Spanish-English bilingual children. Lingua, 180: 124–138. 10.1016/j.lingua.2016.04.007
    https://doi.org/10.1016/j.lingua.2016.04.007 [Google Scholar]
  15. Cuza, A., & Pérez-Tattam, R.
    (2016) Grammatical gender selection and phrasal word order in child heritage Spanish: A feature-reassembly approach. Bilingualism, Language and Cognition, 19(1): 50–68. 10.1017/S1366728914000893
    https://doi.org/10.1017/S1366728914000893 [Google Scholar]
  16. De Jong, E. J.
    (2014) Program design and two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2): 241–256. 10.1075/jicb.2.2.06jon
    https://doi.org/10.1075/jicb.2.2.06jon [Google Scholar]
  17. Fernández-Dobao, A., & Herschensohn, J.
    (2019) Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners. Unpublished manuscript.
    [Google Scholar]
  18. Grinstead, J.
    (2000) Case, inflection and subject licensing in child Catalan and Spanish. Journal of Child Language, 27(1): 119–155. 10.1017/S0305000999004043
    https://doi.org/10.1017/S0305000999004043 [Google Scholar]
  19. Guasti, M. T.
    (2002) Language acquisition: The growth of grammar. Cambridge, MA: MIT Press.
    [Google Scholar]
  20. Halle, M., & Marantz, A.
    (1993) Distributed morphology and the pieces of inflection. InK. Hale, & J. Keyser (Eds.), The view from Building20 (pp.53–110). Cambridge, MA: MIT Press.
    [Google Scholar]
  21. Harris, J.
    (1987) The accentual patterns of verb paradigms in Spanish. Natural Language and Linguistic Theory, 5: 61–90. 10.1007/BF00161868
    https://doi.org/10.1007/BF00161868 [Google Scholar]
  22. Hendriks, P.
    (2014) Asymmetries between language production and comprehension. Dordrecht: Springer. 10.1007/978‑94‑007‑6901‑4
    https://doi.org/10.1007/978-94-007-6901-4 [Google Scholar]
  23. Herschensohn, J.
    (2001) Missing inflection in L2 French: Accidental infinitives and other verbal deficits. Second Language Research, 17(3): 273–305. 10.1177/026765830101700303
    https://doi.org/10.1177/026765830101700303 [Google Scholar]
  24. Herschensohn, J., Stevenson, J., & Waltmunson, J.
    (2005) Children’s acquisition of L2 Spanish morphosyntax in an immersion setting. International Review of Applied Linguistics in Language Teaching, 43(3): 193–217. 10.1515/iral.2005.43.3.193
    https://doi.org/10.1515/iral.2005.43.3.193 [Google Scholar]
  25. Herschensohn, J., & Young-Scholten, M.
    (Eds) (2013) The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press. 10.1017/CBO9781139051729
    https://doi.org/10.1017/CBO9781139051729 [Google Scholar]
  26. Ionin, T.
    (2013) Morphosyntax. InJ. Herschensohn, & M. Young-Scholten (Eds.), The Cambridge handbook of second language acquisition (pp.505–528). Cambridge: Cambridge University Press. 10.1017/CBO9781139051729.030
    https://doi.org/10.1017/CBO9781139051729.030 [Google Scholar]
  27. Kupisch, T., & Rothman, J.
    (2018) Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers. International Journal of Bilingualism, 22(5): 564–582. 10.1177/1367006916654355
    https://doi.org/10.1177/1367006916654355 [Google Scholar]
  28. Lardiere, D.
    (1998) Dissociating syntax from morphology in a divergent L2 end-state grammar. Second Language Research, 14(4): 359–375. 10.1191/026765898672500216
    https://doi.org/10.1191/026765898672500216 [Google Scholar]
  29. (2007) Ultimate attainment in second language acquisition: A case study. Mahwah, NJ: Lawrence Erlbaum.
    [Google Scholar]
  30. (2009) Some thoughts on the contrastive analysis of features in second language acquisition. Second Language Research, 25(2): 173–227. 10.1177/0267658308100283
    https://doi.org/10.1177/0267658308100283 [Google Scholar]
  31. Lefebvre, C., White, L., & Jourdan, C.
    (2006) L2 acquisition and creole genesis. Amsterdam/Philadelphia: John Benjamins. 10.1075/lald.42
    https://doi.org/10.1075/lald.42 [Google Scholar]
  32. Lindholm-Leary, K., & Genesee, F.
    (2014) Student outcomes in one-way, two-way and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2):165–180. 10.1075/jicb.2.2.01lin
    https://doi.org/10.1075/jicb.2.2.01lin [Google Scholar]
  33. Meisel, J.
    (2011) First and second language acquisition. Cambridge: Cambridge University Press. 10.1017/CBO9780511862694
    https://doi.org/10.1017/CBO9780511862694 [Google Scholar]
  34. Montrul, S.
    (2004) The acquisition of Spanish: Morphosyntactic development in monolingual and bilingual L1 acquisition and adult L2 acquisition. Amsterdam/Philadelphia: John Benjamins. 10.1075/lald.37
    https://doi.org/10.1075/lald.37 [Google Scholar]
  35. (2008) Incomplete acquisition in bilingualism. Amsterdam/Philadelphia: John Benjamins. 10.1075/sibil.39
    https://doi.org/10.1075/sibil.39 [Google Scholar]
  36. (2011) Morphological errors in Spanish second language learners and heritage speakers. Studies in Second Language Acquisition, 33(2): 163–192. 10.1017/S0272263110000720
    https://doi.org/10.1017/S0272263110000720 [Google Scholar]
  37. (2016) The acquisition of heritage languages. Cambridge: Cambridge University Press. 10.1017/CBO9781139030502
    https://doi.org/10.1017/CBO9781139030502 [Google Scholar]
  38. Montrul, S., Foote, R., & Perpiñán, S.
    (2008) Gender agreement in adult second language learners and Spanish heritage speakers: the effects of age and context of acquisition. Language Learning, 58(3): 503–553. 10.1111/j.1467‑9922.2008.00449.x
    https://doi.org/10.1111/j.1467-9922.2008.00449.x [Google Scholar]
  39. Montrul, S., & Potowski, K.
    (2007) Command of gender agreement in school-age Spanish-English bilingual children. International Journal of Bilingualism, 11(3), 301–328. 10.1177/13670069070110030301
    https://doi.org/10.1177/13670069070110030301 [Google Scholar]
  40. Nazzi, T., Barrière, I., Goyet, L., Kresh, S., & Legendre, G.
    (2011) Tracking irregular morpho-phonological dependencies in natural language: Evidence from the acquisition of subject-verb agreement in French. Cognition, 120(1): 119–135. 10.1016/j.cognition.2011.03.004
    https://doi.org/10.1016/j.cognition.2011.03.004 [Google Scholar]
  41. Pascual y Cabo, D., & Rothman, J.
    (2012) The (il)logical problem of heritage speaker bilingualism and incomplete acquisition. Applied Linguistics33(4): 450–455. 10.1093/applin/ams037
    https://doi.org/10.1093/applin/ams037 [Google Scholar]
  42. Perpiñán, S.
    (2017) Catalan-Spanish bilingualism continuum: The expression of non-personal Catalan clitics in the adult grammar of early bilinguals. Linguistic Approaches to Bilingualism, 7(5): 477–513. 10.1075/lab.15004.per
    https://doi.org/10.1075/lab.15004.per [Google Scholar]
  43. Pesetsky, D., & Torrego, E.
    (2007) The syntax of valuation and the interpretability of features. InS. Karimi, V. Samiian, & W. Wilkins (Eds.), Phrasal and clausal architecture (pp.262–294). Amsterdam: John Benjamins. 10.1075/la.101.14pes
    https://doi.org/10.1075/la.101.14pes [Google Scholar]
  44. Pinker, S.
    (1999) Words and rules: The ingredients of language. New York: Basic Books.
    [Google Scholar]
  45. Polinsky, M.
    (2011) Reanalysis in adult heritage language: New evidence in support of attrition. Studies in Second Language Acquisition, 33(2): 305–328. 10.1017/S027226311000077X
    https://doi.org/10.1017/S027226311000077X [Google Scholar]
  46. Prévost, P., & White, L.
    (2000) Accounting for morphological variation in second language acquisition: truncation or missing inflection?InM. A. Friedemann, & L. Rizzi (Eds.), The acquisition of syntax: Studies in comparative developmental linguistics (pp.202–235). Harlow, England: Longman.
    [Google Scholar]
  47. Putnam, M., Carlson, M., & Reitter, D.
    (2018) Integrated, not isolated: Defining typological proximity in an integrated multilingual architecture. Frontiers in Psychology, 8, 2212. 10.3389/fpsyg.2017.02212
    https://doi.org/10.3389/fpsyg.2017.02212 [Google Scholar]
  48. Putnam, M., & Salmons, J.
    (2013) Losing their (passive) voice: Syntactic neutralization in heritage German. Linguistic Approaches to Bilingualism, 3(2): 233–252. 10.1075/lab.3.2.05put
    https://doi.org/10.1075/lab.3.2.05put [Google Scholar]
  49. Putnam, M., & Sánchez, L.
    (2013) What’s so incomplete about incomplete acquisition? A prolegomenon to modeling heritage language grammars. Linguistic Approaches to Bilingualism, 3(4): 476–506. 10.1075/lab.3.4.04put
    https://doi.org/10.1075/lab.3.4.04put [Google Scholar]
  50. Schmid, M. S., & Koepke, B.
    (2017) The relevance of first language attrition to theories of bilingual development. Linguistic Approaches to Bilingualism, 7(6): 637–667. 10.1075/lab.17058.sch
    https://doi.org/10.1075/lab.17058.sch [Google Scholar]
  51. Scontras, G., Polinsky, M., & Fuchs, Z.
    (2018) In support of representational economy: Agreement in heritage Spanish. Glossa: A Journal of General Linguistics, 3(1), 1–28. 10.5334/gjgl.164
    https://doi.org/10.5334/gjgl.164 [Google Scholar]
  52. Silva-Corvalán, C.
    (2014) Bilingual language acquisition: Spanish and English in the first six years. Cambridge: Cambridge University Press. 10.1017/CBO9781139162531
    https://doi.org/10.1017/CBO9781139162531 [Google Scholar]
  53. Valdés, G.
    (2001) Heritage language students: Profiles and possibilities. InJ. Peyton, D. Renard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp.37–77). Washington, D.C.: Center for Applied Linguistics.
    [Google Scholar]
  54. Yang, C. D.
    (2002) Knowledge and learning in natural language. Oxford: Oxford University Press.
    [Google Scholar]
  55. Zagona, K.
    (2002) The syntax of Spanish. New York: Cambridge University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/lab.18026.fer
Loading
/content/journals/10.1075/lab.18026.fer
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: Feature Reassembly; verb morphology; heritage language; Spanish
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error