Abstract
This study investigates lexical and morphological development in English in two bilingual children and one monolingual child over their first year of schooling in Australia. For the bilingual children, Serbian is their heritage language and Australian English the mainstream language including the school language. The first year of school attendance is a time when a dramatic reversal occurred in the rate of exposure to these two languages. Oral production data were collected from these children at three-month intervals over the year. The bilingual children's lexical and morphological development was compared with the Australian monolingual peer's. Processability Theory was used to measure morphological development. Results reveal that before school attendance the bilingual children show some inaccuracy in morphological markings involving past tense -ed and 3rd person singular -s on verbs. However, after the first few months of school attendance, these inaccuracies disappeared and the bilingual children's English grammatical accuracy became indistinguishable from their monolingual peer. One area of English verbal morphology that seems to be challenging for all three informants, bilingual or monolingual, was the past tense marker -ed. This suggests that acquisition of this so-called "regular" verb past tense morphology in English raises a broad developmental question. The data analysis shows that bilingual children's language development docs not lag behind once they start schooling in an exclusively English environment and may even show a lexical advantage in English by comparison with their monolingual peers.
Original language | English |
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Title of host publication | China Language Strategies. Volume 2, Number 1 |
Place of Publication | China |
Publisher | Nanjing University Press |
Pages | 107-129 |
Number of pages | 23 |
ISBN (Print) | 9787305152429 |
Publication status | Published - 2015 |
Keywords
- second language acquisition
- English language
- processability approaches to language acquisition research & teaching