Chapter 11. The narrative abilities of Spanish monolinguals and Spanish–Catalan bilinguals with Prader–Willi syndrome
-
Estela García-Alcaraz
Abstract
This study investigates the narrative abilities of seven Spanish monolinguals and six Spanish – Catalan bilinguals with Prader–Willi syndrome. All participants were asked to narrate A boy, a dog, and a frog (Mayer, 1967) in Spanish. Additionally, bilinguals were also asked to narrate Frog, where are you? (Mayer, 1969) in Catalan. Both narrative corpora were analyzed according to their macrostructure (Narrative Scoring System) and microstructure (Mean Length per Utterance and Type-Token Ratio measures). Monolinguals and bilinguals showed similar macrostructural abilities as well as comparable morphosyntactic language development; however, a positive effect of bilingualism was detected when evaluating participants’ lexical variability. Bilingual speakers showed comparable narrative abilities in both Spanish and Catalan.
Abstract
This study investigates the narrative abilities of seven Spanish monolinguals and six Spanish – Catalan bilinguals with Prader–Willi syndrome. All participants were asked to narrate A boy, a dog, and a frog (Mayer, 1967) in Spanish. Additionally, bilinguals were also asked to narrate Frog, where are you? (Mayer, 1969) in Catalan. Both narrative corpora were analyzed according to their macrostructure (Narrative Scoring System) and microstructure (Mean Length per Utterance and Type-Token Ratio measures). Monolinguals and bilinguals showed similar macrostructural abilities as well as comparable morphosyntactic language development; however, a positive effect of bilingualism was detected when evaluating participants’ lexical variability. Bilingual speakers showed comparable narrative abilities in both Spanish and Catalan.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Section 1. The acquisition of pronouns
- Chapter 1. Anaphora resolution in L2 European Portuguese 12
- Chapter 2. Aspects of morphosyntax of Majorcan Catalan-Spanish bilingual variety 34
-
Section 2. The acquisition of or empty categories
- Chapter 3. The acquisition of generic null subjects under the Borer-Chomsky conjecture 58
- Chapter 4. The acquisition of object drop in L2 Spanish by German speakers 86
- Chapter 5. Parameter setting in multilingual children with special reference to acceleration in French 114
-
Section 3. The development of locality
- Chapter 6. Relative clauses and intervention effects 146
- Chapter 7. On the production of subject and object relative clauses by child speakers of heritage Romanian in France 168
-
Section 4. The development of quantifiers
- Chapter 8. “Nobody” isn’t in time 198
- Chapter 9. Quantifier comprehension in Brazilian Portuguese and the extra-object visual effect 212
-
Section 5. Language impairment
- Chapter 10. On the production and omission of dative and accusative clitics in Italian children with learning difficulties 232
- Chapter 11. The narrative abilities of Spanish monolinguals and Spanish–Catalan bilinguals with Prader–Willi syndrome 253
- Chapter 12. Code-switching and code-mixing in bilingual Spanish–Catalan children with and without Developmental Language Disorder 283
- Index 307
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Section 1. The acquisition of pronouns
- Chapter 1. Anaphora resolution in L2 European Portuguese 12
- Chapter 2. Aspects of morphosyntax of Majorcan Catalan-Spanish bilingual variety 34
-
Section 2. The acquisition of or empty categories
- Chapter 3. The acquisition of generic null subjects under the Borer-Chomsky conjecture 58
- Chapter 4. The acquisition of object drop in L2 Spanish by German speakers 86
- Chapter 5. Parameter setting in multilingual children with special reference to acceleration in French 114
-
Section 3. The development of locality
- Chapter 6. Relative clauses and intervention effects 146
- Chapter 7. On the production of subject and object relative clauses by child speakers of heritage Romanian in France 168
-
Section 4. The development of quantifiers
- Chapter 8. “Nobody” isn’t in time 198
- Chapter 9. Quantifier comprehension in Brazilian Portuguese and the extra-object visual effect 212
-
Section 5. Language impairment
- Chapter 10. On the production and omission of dative and accusative clitics in Italian children with learning difficulties 232
- Chapter 11. The narrative abilities of Spanish monolinguals and Spanish–Catalan bilinguals with Prader–Willi syndrome 253
- Chapter 12. Code-switching and code-mixing in bilingual Spanish–Catalan children with and without Developmental Language Disorder 283
- Index 307
