Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals
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Cynthia Core
Abstract
Variations in the quantity and quality of input bilingual children hear account for individual differences in language learning. Some sources of variation in quality of input are related to the parents’ language background (Place & Hoff, 2011; 2016). The parents’ language background determines the sources of children’s exposure to English, how frequently children hear a language in the home, the richness of the English language environment, and access to native speakers of each language in the home (Hammer, Davison, Lawrence, & Miccio, 2009; Place & Hoff, 2011; Place & Hoff, 2016; Paradis, 2011). The present paper examines the effects of parents’ language backgrounds on bilingual children’s language outcomes. We followed 120 bilingual Spanish-English speaking children from 30 to 54 months, with language outcomes in both languages at both time points. We examine the effect of the number of monolingual speakers of each language in the home, the amount of input from native and nonnative speakers of each language, and parent language proficiency in each language. Our findings have theoretical implications for understanding how parents’ language backgrounds and nonnative input in bilingual homes affect children’s language development in each of their two languages and practical implications for offering advice to families raising children who hear more than one language.
Abstract
Variations in the quantity and quality of input bilingual children hear account for individual differences in language learning. Some sources of variation in quality of input are related to the parents’ language background (Place & Hoff, 2011; 2016). The parents’ language background determines the sources of children’s exposure to English, how frequently children hear a language in the home, the richness of the English language environment, and access to native speakers of each language in the home (Hammer, Davison, Lawrence, & Miccio, 2009; Place & Hoff, 2011; Place & Hoff, 2016; Paradis, 2011). The present paper examines the effects of parents’ language backgrounds on bilingual children’s language outcomes. We followed 120 bilingual Spanish-English speaking children from 30 to 54 months, with language outcomes in both languages at both time points. We examine the effect of the number of monolingual speakers of each language in the home, the amount of input from native and nonnative speakers of each language, and parent language proficiency in each language. Our findings have theoretical implications for understanding how parents’ language backgrounds and nonnative input in bilingual homes affect children’s language development in each of their two languages and practical implications for offering advice to families raising children who hear more than one language.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
-
Part I. Theoretical overviews
- Chapter 2. The application of bilingual phonological learning models to early second language development 9
- Chapter 3. Issues for second language pronunciation in children 29
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Part II. Bilingualism and second language learning
- Chapter 4. Two solitudes? 45
- Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
- Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
- Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
- Chapter 8. Current developments in bilingual primary education in the Netherlands 137
- Chapter 9. Speech perception in French immersion students in Western Canada 167
- Chapter 10. Second first language acquisition following international adoption 189
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Part III. Methodological approaches
- Chapter 11. Phonological development 223
- Chapter 12. Using Phon to analyze phonological and speech data 249
- Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
- Index 303
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgements vii
- Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
-
Part I. Theoretical overviews
- Chapter 2. The application of bilingual phonological learning models to early second language development 9
- Chapter 3. Issues for second language pronunciation in children 29
-
Part II. Bilingualism and second language learning
- Chapter 4. Two solitudes? 45
- Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
- Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
- Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
- Chapter 8. Current developments in bilingual primary education in the Netherlands 137
- Chapter 9. Speech perception in French immersion students in Western Canada 167
- Chapter 10. Second first language acquisition following international adoption 189
-
Part III. Methodological approaches
- Chapter 11. Phonological development 223
- Chapter 12. Using Phon to analyze phonological and speech data 249
- Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
- Index 303
