Incomplete Acquisition in Bilingualism: Re-examining the Age Factor (Studies in Bilingualism, Volume 39)

325 Pages·2008·2.51 MB·English

by  Silvina A. Montrul

Incomplete Acquisition in Bilingualism
Studies in Bilingualism (SiBil)
The focus of this series is on psycholinguistic and sociolinguistic aspects
of bilingualism. This entails topics such as childhood bilingualism,
psychological models of bilingual language users, language contact and
bilingualism, maintenance and shift of minority languages, and socio-
political aspects of bilingualism.
Editors
Kees de Bot Dalila Ayoun
University of Groningen University of Arizona
Editorial Board
Michael Clyne Georges Luedi
University of Melbourne University of Basel
Kathryn A. Davis Christina Bratt Paulston
University of Hawaii at Manoa University of Pittsburgh
Joshua A. Fishman Suzanne Romaine
Yeshiva University Merton College, Oxford
Francois Grosjean Merrill Swain
Université de Neuchâtel Ontario Institute for Studies in Education
Thom Huebner G. Richard Tucker
San José State University Carnegie Mellon University
Wolfgang Klein
Max Planck Institut für Psycholinguistik
Volume 39
Incomplete Acquisition in Bilingualism. Re-examining the Age Factor
by Silvina A. Montrul
Incomplete Acquisition
in Bilingualism
Re-examining the Age Factor
Silvina A. Montrul
University of Illinois at Urbana-Champaign
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
American National Standard for Information Sciences – Permanence of
Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Montrul, Silvina.
Incomplete acquisition in bilingualism : re-examining the age factor / Silvina A.
Montrul.
p. cm. (Studies in Bilingualism, issn 0928-1533 ; v. 39)
Includes bibliographical references and index.
1. Language acquisition--Age factors. 2. Language attrition. 3. Bilingualism. I. Title.
P118.65.M66 2008
401'.93--dc22 2008027332
isbn 978 90 272 4175 7 (Hb; alk. paper)
© 2008 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Acknowledgements ix
chapter 1
Foundations 1
1. Some outcomes of language acquisition 1
2. The critical period hypothesis 9
2.1 Cases of linguistic deprivation 12
2.2 Delay of language acquisition in the deaf 14
2.3 Creole genesis 15
3. Bilingual acquisition 17
4. Incomplete acquisition 20
5. Organization of the book 22
chapter 2
Second language acquisition 27
1. Characteristics of adult second language acquisition 27
2. Process and outcome 30
2.1 Prior language knowledge 30
2.2 Persistent L1 influence as fossilization 34
3. Is there a critical period in L2 acquisition? 41
3.1 The critical period position 43
3.2 The no critical period position 49
3.3 Summary 57
4. Age of acquisition and first language loss 59
chapter 3
First language attrition in adults 63
1. Language attrition 64
1.1 Factors contributing to attrition 65
1.2 Linguistic process and outcome of attrition 65
1.3 Baseline knowledge in language attrition research
and other methodological considerations 68
vi Incomplete Acquisition in Bilingualism
2. Theoretical models of attrition 69
2.1 The regression hypothesis 69
2.2 The generative approach 75
2.3 The activation threshold hypothesis 81
3. Cross linguistic influence (transfer) in L1 attrition and L2 acquisition 85
4. The age factor in L1 attrition 89
chapter 4
Bilingualism in early childhood 93
1. Types of bilinguals 94
1.1 Simultaneous bilingualism 94
1.2 Sequential bilingualism 97
2. Unbalanced development in early childhood 99
2.1 Language choices 100
2.2 The weaker language 102
3. Attrition or incomplete acquisition? 107
3.1 L1 attrition 109
3.2 Incomplete L1 acquisition 111
3.2.1 Morphosyntax 111
3.2.2 Syntax-pragmatics interface 117
4. Total L1 loss? 120
5. On the nature of the weaker language 123
5.1 The Weaker Language as L2 Hypothesis 123
5.2 The Weaker Language as L1 Hypothesis 126
chapter 5
Bilingualism in middle and late childhood 131
1. Language learning at school 132
1.1 Monolingual children 132
1.2 Bilingual children 136
2. L1 attrition in minority-language speaking children 139
2.1 Inuktitut-speaking children in Eastern Canada 140
2.2 Spanish-speaking children in American schools 141
2.3 East Asian children and the role
of community-based schools 147
2.4 Children with no academic support of the minority language 150
3. Age effects in L1 loss as a function of L2 acquisition 152
4. Further research 158
Table of contents vii
chapter 6
Incomplete L1 acquisition in adults 161
1. Linguistic profile of adult heritage speakers 162
1.1 L1 attrition vs. incomplete L1 acquisition 163
1.2 Methodological considerations in the study of incomplete L1
acquisition in adults 165
2. Structural characteristics of the incomplete adult L1 grammar 167
2.1 Phonology 168
2.2 Inflectional morphology 171
2.2.1 Nominal morphology: Case and gender agreement 171
2.2.2 Verbal morphology: Agreement, tense, aspect
and mood 174
2.3 Syntax 182
2.4 Lexicon 187
3. Incomplete L1 acquisition and age of onset of L2 acquisition 193
3.1 Incomplete acquisition in simultaneous vs.
sequential bilinguals 194
3.2 L1 Loss in adult foreign adoptees 202
4. Conclusion 205
chapter 7
Incomplete L1 and L2 acquisition in adults 207
1. Theoretical accounts of incomplete L2 acquisition 208
2. Some similarities between L2 and L1 incomplete acquisition 211
3. Heritage language acquisition 216
4. Research findings 222
4.1 Selective advantages in grammatical knowledge 222
4.2 Written vs. oral tasks and types of knowledge 231
4.3 Reactivity to classroom instruction 240
5. Do heritage language learners have advantages over L2 learners? 247
chapter 8
Implications 249
1. Complete vs. incomplete acquisition 250
1.1 First language acquisition 251
1.2 Second language acquisition 255
1.3 Early bilingual acquisition 258
viii Incomplete Acquisition in Bilingualism
2. The role of age in language acquisition and language loss 262
3. The role of input in language acquisition and language loss 269
4. Future research 275
References 277
Index of authors 303
Index of terms 309
Acknowledgements
As I was working on my previous book The Acquisition of Spanish (2004, John
Benjamins) and conducting experimental work on adult Spanish heritage speak-
ers, the idea for this book was beginning to shape. But materialization of that
thinking could not have taken place without the help of Kees Vaes from John
Benjamins, Kees de Bot and Dalila Ayoun, editors of the series Studies in Bi-
lingualism, the University of Illinois at Urbana-Champaign, my home depart-
ments – the Department of Spanish, Italian and Portuguese and the Department
of Linguistics – my students, my colleagues, my friends, and my family. It gives
me great pleasure to take this opportunity to express my sincere gratitude to all.
It was Kees Vaes’s excitement and interest in this project (upon hearing about
my preliminary idea for this book in Amsterdam in August 2002) that gave me
great motivation to get started on it right away. Kees de Bot favorably reviewed my
proposal for this book and extended a contract in December 2005. I was then very
fortunate to receive a competitive award from the Center for Advanced Study at the
University of Illinois, which released me of my teaching duties for the spring se-
mester of 2005 and provided me with the time to start writing this book. That same
year, a Beckman Award from the University of Illinois Campus Research Board for
projects of special merit and distinction funded most of the experimental work
that forms the basis of Chapters 6 and 7. My sabbatical leave from the University
of Illinois in the fall of 2006 allowed me to complete most of the manuscript. I am
privileged to have the support of such a first-rate research institution.
During the writing of this book, I had the opportunity to teach two gradu-
ate seminars (spring 2004 and fall 2007) exploring the differences and similari-
ties between second language acquisition and first language loss. I thank all the
graduate students (more than 30!) whom I had the privilege to teach and share my
ideas with, and I thank them all for stimulating discussion that helped clarify my
thinking and my writing. I also thank them all for their feedback on a preliminary
version of this book.
Many of my colleagues and friends at the University of Illinois and at other
universities have also played a fundamental part in the completion of this book.
Monika Schmid (University of Groningen), Roumyana Slabakova (University
of Iowa), Tania Ionin (University of Illinois at Urbana-Champaign) and two
anonymous reviewers from John Benjamins read the first version of the book