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|
|School Location:||United States -- Illinois|
|Source:||MAI 56/05M(E), Masters Abstracts International|
|Subjects:||Linguistics, Speech therapy, Hispanic American studies|
|Keywords:||Bilingual, Children, English, Language, Morphology, Spanish|
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