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Morphological developmental norms have been recognized for monolingual English and Spanish speakers but are less established for bilinguals. In addition, cross-linguistic influence may affect each language's development so it is important to consider both languages in the development of bilingual speakers. This study assessed 12 typically developing Spanish-English bilingual children in preschool (4- to 5-year-olds), comparing their performance in L 1 (Spanish) and L2 (English). The primary task was a created doze task in which the children had to apply six morphological rules in each language. Generally, these children did not follow monolingual patterns in that they acquired morphemes in a different order. Exposure patterns and cross-linguistic transfer may have contributed to performance. Age did not appear to impact performance. This study helps fill the gap in research on bilingual language acquisition in Spanish-English bilingual children.
Advisor: | Ebert, Kerry Danahy |
Commitee: | |
School: | Rush University |
School Location: | United States -- Illinois |
Source: | MAI 56/05M(E), Masters Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Linguistics, Speech therapy, Hispanic American studies |
Keywords: | Bilingual, Children, English, Language, Morphology, Spanish |
Publication Number: | 10647607 |
ISBN: | 978-0-355-21079-8 |