French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition
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Johanne Paradis
Abstract
This chapter presents three studies from a research program investigating how French-English bilingual children’s morphosyntactic acquisition is influenced by child-level input factors such as bilingual versus monolingual learning, and variation in home input among bilinguals, as well as language-level input factors such as the token/type frequency and distributional consistency of morphosyntactic constructions. Two existing studies from this program found sensitivity to these input factors in 4-year-olds’ acquisition of past tense morphology in both French and English (Paradis, Nicoladis, Crago, & Genesee 2011) and in 6-year-olds’ acquisition of bound and free verb morphology in English (Paradis 2010). A new study reported in this chapter examined the French morphosyntax of bilingual 6-year-olds as compared to 11-year-old bilingual children and 6-year-old monolingual French-speaking children. Children were given both elicitation and grammaticality judgement tasks probing their abilities with French direct object clitics and a control structure, definite articles. Similar to the previous studies, differences between monolinguals and bilinguals, and among bilinguals, varied according to home input factors and morphosyntactic construction; however, most differences were neutralized in the older bilingual group. The final section discusses results from all three studies that point to the combined influence of multiple sources of input variation on bilingual morphosyntactic acquisition.
Abstract
This chapter presents three studies from a research program investigating how French-English bilingual children’s morphosyntactic acquisition is influenced by child-level input factors such as bilingual versus monolingual learning, and variation in home input among bilinguals, as well as language-level input factors such as the token/type frequency and distributional consistency of morphosyntactic constructions. Two existing studies from this program found sensitivity to these input factors in 4-year-olds’ acquisition of past tense morphology in both French and English (Paradis, Nicoladis, Crago, & Genesee 2011) and in 6-year-olds’ acquisition of bound and free verb morphology in English (Paradis 2010). A new study reported in this chapter examined the French morphosyntax of bilingual 6-year-olds as compared to 11-year-old bilingual children and 6-year-old monolingual French-speaking children. Children were given both elicitation and grammaticality judgement tasks probing their abilities with French direct object clitics and a control structure, definite articles. Similar to the previous studies, differences between monolinguals and bilinguals, and among bilinguals, varied according to home input factors and morphosyntactic construction; however, most differences were neutralized in the older bilingual group. The final section discusses results from all three studies that point to the combined influence of multiple sources of input variation on bilingual morphosyntactic acquisition.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
