Language Acquisition and Use in Multilingual Contexts Flyman Mattsson, Anna

223 Pages·2013·5.19 MB·Swedish

by  Pia Nordin

Language Acquisition and Use in Multilingual Contexts
Flyman Mattsson, Anna; Norrby, Catrin
2013
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Citation for published version (APA):
Flyman Mattsson, A., & Norrby, C. (Eds.) (2013). Language Acquisition and Use in Multilingual Contexts.
(Travaux de l'Institut de Linguistique de Lund; Vol. 52). [Publisher information missing].
Total number of authors:
2
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LUND UNIVERSITY
PO Box 117
221 00 Lund
[phone]
TRAVAUX DE L’INSTITUT DE LINGUISTIQUE DE LUND 52
Language Acquisition and Use in
Multilingual Contexts
Theory and Practice
Anna Flyman Mattsson & Catrin Norrby (eds.)
© 2013 The authors

Travaux de l'Institut de linguistique de Lund 52
ISSN 0347-2558
ISBN 978-91-7473-625-0 (print)
ISBN 978-91-7473-626-7 (pdf)
Printed by Media-Tryck, Lund University
Lund 2013
Gisela Håkansson
65 years
21 July 2013
Tabula Gratulatoria
Malin Ågren Jan Einarsson Merle Horne
Lund Lund Lund
Gilbert Ambrazaitis Lena Ekberg & Alex Housen
Lund Christer Platzack Bryssel
Lund & Stockholm,
Annika Andersson Leena Huss
Lund
Lund Uppsala
Maria Eklund
Kristina Asker Kenneth Hyltenstam
Heinonen
Uppsala Stockholm
Uppsala
Monica Axelsson Institutionen för
Enheten för nordiska
Stockholm svenska och
språk
flerspråkighet
Kristof Baten Vasa universitet
Stockholms
Gent
Anna Flyman universitet
Camilla Bettoni Mattsson
Lise Iversen
Verona Lund
Kulbrandstad & Lars
Siv Björklund Qarin Franker Anders Kulbrandstad
Vasa Göteborg Elverum
Ulla Börestam, Anne Golden Sofie Johansson
Uppsala Oslo Kokkinakis
Göteborg
Sally Boyd Jonas Granfeldt
Göteborg Lund Victoria Johansson
Lund
Barbro Bruce Ann-Sofi Green
Malmö Lund Gunlög Josefsson
Lund
Lena Bruzaeus Marianne Gullberg
Staffanstorp Lund Marit Julien
Lund
Aafke Buyl Pia Gustafsson
Bryssel Lund Päivi Juvonen
Stockholm
Gunilla Byrman Björn Hammarberg &
Växjö Britta Hammarberg Marie Källkvist
Stockholm Lund
Anna Cabak Rédei
Lund Kristina Hansson Anastasia M Karlsson
Lund Lund
Gerd Carling
Lund Christina Hedman Satomi Kawaguchi
Stockholm Sydney
Ylva Carlsson
Stockholm Staffan Hellberg Kristin Kersten
Solna Hildesheim
Lars Olof Delsing
Lund Anne Holmen Jörg-U. Kessler
Köpenhamn Ludwigsburg
Bruno di Biase
Sydney Arthur Holmer Iwona Kowal
Lund Kraków
Verner Egerland
Lund
Lars Larm Carita Paradis Jan-Olof Svantesson
Lund Lund Lund
Hanna Lehti-Eklund Anders Philipsson Gudrun Svensson
Helsingfors Stockholm Växjö
Sara Lenninger Manfred Pienemann Jan Svensson
Lund Paderborn & Lund
Newcastle
Anke Lenzing Kari Tenfjord
Paderborn Henrik Rahm Bergen
Lund
Inger Lindberg Vi Thanh Son
Stockholm Anne-Charlotte Lund
Rendahl
Jan Lindström Anita Thomas
Stockholm
Helsingfors Lund
Andreas Rhode
Linnéuniversitetet Sofia Tingsell
Köln
Växjö & Kalmar Göteborg
Maria Rydell
Karen Lund Karina Vamling
Stockholm
Köpenhamn Malmö
Marie Rydenvald
Kazuyo Lundström Joost van de Weijer
Göteborg
Lund Lund
Eva-Kristina Salameh
Benjamin Lyngfelt Ulla Veres
Malmö
Göteborg Göteborg
Susan Sayehli
Maisa Martin Åke Viberg
Lund
Jyväskylä Uppsala
Susanne Schötz
Nisse, Mattis & Kaarlo Voionmaa
Lund
Malva Mattsson, Göteborg
Lund Halldór Ármann
Sigurðsson Birgitta Waters
Tim McNamara Lund Växjö
Melbourne
Berit Söderman Åsa Wengelin
Jürgen M. Meisel
Uppsala Göteborg
Hamburg & Calgary
SOL-biblioteket Åsa Wikström
Martin Mirko
Lunds universitet Lund
Stockholm
Göran Sonesson Elisabeth Zetterholm
Shidrokh Namei
Lund Växjö
Uppsala
Anja Steinlen Jordan Zlatev
Ulrika Nettelbladt
Nürnberg Lund
Lund

Michaël Stenberg
Catrin Norrby
Lund
Stockholm
Sven Strömqvist
Anders Ohlsson
Lund
Lund
Gunlög Sundberg
Tore Otterup
Stockholm
Göteborg

Table of Contents
Anna Flyman Mattsson & Catrin Norrby
Introduction .................................................................................................... 9
Aafke Buyl & Alex Housen
Testing the applicability of PT to receptive grammar knowledge in
early immersion education
Theoretical considerations, methodological challenges and some
empirical results ............................................................................................ 13
Jonas Granfeldt & Malin Ågren
Stages of processability and levels of proficiency in the Common
European Framework of Reference for Languages
The case of L3 French.................................................................................... 28
Marianne Gullberg
So you think gestures are compensatory?
Reflections based on child and adult learner data ....................................... 39
Arthur Holmer
Parallel grammars
On being separated by a common language ................................................ 50
Merle Horne
Acquisition of prosody
Word accents, phrasing, and morphosyntax in a Swedish-English
bilingual child at 30–32 months of age ......................................................... 60
Victoria Johansson
Writing – it’s like learning a new language! ................................................ 70
Marie Källkvist
Bilingualism in the university classroom and student engagement
in deep learning approaches ........................................................................ 80
Satomi Kawaguchi
The relationship between lexical and syntactic development in
English as a second language ....................................................................... 92
Kristin Kersten & Andreas Rohde
Teaching English to young learners ........................................................... 107
Inger Lindberg & Kenneth Hyltenstam
Flerspråkiga elevers språkutbildning ......................................................... 122
Manfred Pienemann, Jörg-U. Keßler & Anke Lenzing
Developmentally Moderated Transfer and the role of the L2 in L3
acquisition .................................................................................................. 142
Eva-Kristina Salameh & Ulrika Nettelbladt
Learning in two languages
Consequences for lexical development in Swedish and Arabic .................. 160
Anja K. Steinlen
“Flera språk – fler möjligheter” – Immigrant children’s acquisition
of English in bilingual preschools ............................................................... 170
Jan-Olof Svantesson
Mongolisk skrift, mongoliska staten och mongolisk nationalism ............ 185
Joost van de Weijer
The Obligatory Contour Principle in Swedish ............................................ 194
Elisabeth Zetterholm
Svenska med en touch av Aussie ............................................................... 203
Introduction
Anna Flyman Mattsson
Catrin Norrby
This volume brings together current linguistic research in a range of pre-
dominantly multilingual contexts. The authors draw on data from different
languages and speech communities around the world, and together the
chapters offer a broad picture of language acquisition, development and use
– among both children and adults. While this is a valuable undertaking in its
own right, the main reason for this collection is to pay tribute to Gisela
Håkansson on her 65th birthday. Throughout her career Gisela Håkansson
has made, and continues to make, a very significant contribution to the field
of linguistics, in particular through her research in first and second language
acquisition, multilingualism and language impairment. The authors and
editors of this volume have all collaborated with Gisela in one way or other:
as partners in international and national research projects, or as colleagues,
particularly in the Centre for Languages and Literature at Lund University,
where she is professor of linguistics. Through her research, inspirational
teaching and public engagements in the wider community, she is also a
mentor and friend. Many colleagues, former students and friends, in Sweden
and abroad, wish to congratulate Gisela on her birthday, which the tabula
gratulatoria bears witness to. The 16 peer-reviewed chapters, organised
alphabetically, are briefly introduced below.
The volume opens with a contribution by Aafke Buyl and Alex Housen
which explores the applicability of Processability Theory (PT) to L2 recep-
tive grammar acquisition. The analysis of comprehension data from an
immersion school in Brussels, where francophone children learn English as
L2, suggests that L2 receptive grammar acquisition is governed by the same
processing procedures as productive grammar acquisition, with results over-
all in line with the general predictions of PT.
PT also provides the theoretical underpinning for the chapter by Jonas
Granfeldt and Malin Ågren in which they investigate the relationship bet-
ween second language development, as outlined in PT, and second language
proficiency as measured by the CEFR test, based on written L3 French data
produced by Swedish secondary school students. The results show a corre-
lation between CEFR ratings and the PT analysis, particularly at lower
9