Cross-linguistic Influences in Bilingual First Language Acquisition

Table of Contents

1. Introduction

2. Definitions, Terminology and Concepts on BFLA

2.2 Definition of BFLA

2.2 Factors Determining BFLA: Age, Input, Access to UG

2.3 Concepts and Theories on BFLA

3. Interdependent Development - Cross-Linguistic Influences in BFLA

3.1 Cross-Linguistic Influences: Definition

3.2 Predicting CLI

4. Empirical Studies showing CLI

4.1 Transfer

4.1.1 Word Order in Subordinate Clauses in French/Italian-German Bilinguals

4.1.2 Wh-Interrogatives in a Cantonese-English Bilingual

4.1.3 Wh-interrogatives in English-Japanese Bilinguals

4.2 Acceleration

4.2.1 Determiners in German-French and German-Italian Bilinguals

4.2.2 Verb Position in Main Clauses in German-Italian Bilinguals

4.3 Delay

4.3.1 Subject drop in German-Italian Bilinguals

4.3.2 Object drop in German-Italian and German-French Bilinguals

5. Interpretation of the Results and Theoretical Implications

5.1 Methodology

5.2 Discussion of Results: Cross-linguistic Influences - Language-internal vs. Language-external Factors

5.3 General Implications on Language Acquisiton

6. Conclusion

Research Objectives and Key Topics

The primary objective of this paper is to examine whether there is evidence for cross-linguistic influences on the level of competence in Bilingual First Language Acquisition (BFLA) and to determine how a combination of language-internal and language-external factors accounts for this interdependent development.

• Theoretical concepts and debates regarding BFLA (e.g., Single System Hypothesis vs. Autonomous Development).
• Mechanisms of cross-linguistic influences, specifically transfer, acceleration, and delay.
• Language-internal versus language-external factors as determinants of linguistic development.
• Empirical analysis of diverse language combinations (e.g., German-Italian, French-German, Cantonese-English).
• Implications of BFLA findings for Universal Grammar and general language acquisition theory.

Excerpt from the Book

Summary of Chapters

1. Introduction: Presents the central question of whether bilingual children develop separate language systems or if there is interdependent development through cross-linguistic influences.

2. Definitions, Terminology and Concepts on BFLA: Establishes foundational definitions of BFLA and discusses key factors like age, input, and access to Universal Grammar.

3. Interdependent Development - Cross-Linguistic Influences in BFLA: Defines specific manifestations of interdependence (acceleration, delay, transfer) and discusses methods for predicting them.

4. Empirical Studies showing CLI: Presents longitudinal case studies across various language combinations to empirically test for evidence of cross-linguistic influences.

5. Interpretation of the Results and Theoretical Implications: Evaluates the methodology and discusses whether language-internal or language-external factors drive the observed developmental patterns.

6. Conclusion: Summarizes findings, confirming that while systems develop separately, interdependent influences occur in restricted domains due to complex interactions.

Keywords

Bilingual First Language Acquisition, BFLA, Cross-linguistic influence, Interdependent development, Transfer, Acceleration, Delay, Universal Grammar, Language-internal factors, Language-external factors, Morphosyntactic development, Dominance, Code-switching, Language separation, Simultaneous acquisition.

Frequently Asked Questions

What is the primary focus of this research paper?

This paper investigates the nature of morphosyntactic development in children acquiring two languages simultaneously (BFLA), specifically looking for evidence of interactions between their two language systems.

What are the central thematic fields covered?

The study centers on defining bilingualism, analyzing theories like the Single System Hypothesis, and exploring cross-linguistic influences such as transfer, acceleration, and delay.

What is the core research question?

The paper asks whether language development in bilingual children is purely autonomous or if there is evidence for cross-linguistic influences, and which specific factors (internal vs. external) drive this interdependence.

Which scientific methods are employed?

The paper uses a comparative analysis of longitudinal studies that observed the spontaneous speech production and morphosyntactic development of bilingual children over time.

What does the main body discuss?

It provides empirical evidence for cross-linguistic influences by examining specific grammatical domains, such as word order, question formation, and determiner/subject/object usage across various language pairs.

Which keywords characterize the work?

Key concepts include BFLA, cross-linguistic influence, interdependence, transfer, acceleration, delay, and the debate between language-internal and language-external factors.

Why is the concept of "interdependent development" significant in this study?

It is significant because it challenges the traditional view of autonomous language development, suggesting that the two systems can influence one another during the acquisition process.

How does the paper address the debate over language dominance?

The author argues that while dominance (a language-external factor) plays a role in some individual cases, it cannot explain all observed influences, highlighting the need to consider language-internal structural factors.