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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Instructing Malaysian children with HFASD in English as a second language Di Biase, Bruno (R7581); Sabri, A’ina A.; Mohamed Salleh, Rabiah T. A.. - : Malaysia, International Islamic University Malaysia, 2021 BASE Show details 2 [In Press] The Italian Roots in Australian Soil (IRIAS) multilingual speech corpus : speech variation in two generations of Italo-Australians Galata, Vincenzo; Avesani, Cinzia; Best, Catherine T. (R11322). - : Netherlands, Springer Netherlands, 2021 BASE Show details 3 Lexical and morphological development : a case study of Malay English bilingual first language acquisition Mohamed Salleh, Rabiah T. A.; Di Biase, Bruno (R7581); Kawaguchi, Satomi (R7941). - : Poland, Uniwersytet Warszawski, 2021 BASE Show details 4 The acquisition of english grammar among Malay-English bilingual primary school children Mohamed Salleh, Rabiah T. A.; Di Biase, Bruno (R7581); Ramlan, Wan N.. - : Malaysia, National University of Malaysia Press, 2020 BASE Show details 5 The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions Qi, Ruying (R10565); Di Biase, Bruno (R7581). - : U.K., Sage Publications, 2020 Abstract: Aims and Objectives/Purpose/Research Questions: This study investigates the significance of the linguistic environment’s role in accounting for the nature of wh- in situ transfer. Previous research shows structural transfer from wh- in situ languages towards non-wh- in situ languages in bilingual children, usually affecting the weaker language. Explanations variously argue in terms of dominance of the child’s language and/or structural overlap and complexity, but transfer is said to be blocked if the languages are not isomorphic. However, these explanations fail to account for cases where all the above conditions are met but transfer does not materialise. We propose to re-examine the issues focusing on wh- in situ transfer in a Mandarin-English bilingual child. Our research questions centre around whether structural conditions and the child’s dominant language sufficiently account for transfer or lack thereof and whether the (neglected) role of the environmental language is significant. Design/Methodology: From wh- in situ research we identify 10 separate configurations differing with respect to some variable(s) and examine longitudinal data from a Mandarin-English bilingual child (age 1;7–4;6) growing up in a context-bound one language–one environment situation. Data/Analysis: The data consists of 83 audio-recordings and diary entries of naturalistic productions collected over three years. The distribution of wh- questions in context in each language was analysed in all transcriptions. Findings/Conclusions: No evidence was found of wh- in situ transfer, despite the child’s Mandarin dominance and the English-Mandarin isomorphism. The environmental language (Lε) cannot be underestimated. Originality: New evidence on wh- question development in a constellation not previously considered becomes critical when compared to earlier studies and identifies a significant, and hitherto neglected, role for the environmental language in understanding the nature of transfer. Significance/Implications: The findings suggest that approaches considering internal factors (structural overlap, complexity, isomorphism), or the child’s language dominance, do not exhaustively cover the conditions that predict whether or not transfer occurs. Keyword: bilingualism in children; English language; Mandarin dialects; XXXXXX - Unknown URL: https://doi.org/10.1177/1367006919876716 http://hdl.handle.net/1959.7/uws:53164 BASE Hide details 6 The development of plural expressions in a Malay-English bilingual child Mohamed Salleh, Rabiah T. A. (S31396); Jones, Caroline (R8989); Kawaguchi, Satomi (R7941). - : Malaysia, International Islamic University Malaysia, 2016 BASE Show details 7 Exploring the acquisition of differential object marking (DOM) in Spanish as a second language Di Biase, Bruno (R7581); Hinger, Barbara. - : Italy, European Second Language Association, 2015 BASE Show details 8 The development of Italian as a second language Di Biase, Bruno (R7581); Bettoni, Camilla. - : Italy, European Second Language Association, 2015 BASE Show details 9 Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory Bettoni, Camilla; Di Biase, Bruno (R7581). - : Italy, European Second Language Association, 2015 BASE Show details 10 Processability theory : theoretical bases and universal schedules Bettoni, Camilla; Di Biase, Bruno (R7581). - : Italy, European Second Language Association, 2015 BASE Show details 11 Exploring processability theory-based hypotheses in the second language acquisition of a child with autism spectrum disorder Agostini, Tonya G. (S26032); Best, Catherine T. (R11322). - : Italy, European Second Language Association, 2015 BASE Show details 12 Acquiring V2 in declarative sentences and constituent questions in German as a second language Jansen, Louise; Di Biase, Bruno (R7581). - : Italy, European Second Language Association, 2015 BASE Show details 13 The development of case : a study of Serbian in contact with Australian English Di Biase, Bruno (R7581); Bettoni, Camilla; Medojevic, Lucija (S24986). - : Italy, European Second Language Association, 2015 BASE Show details 14 Academic literacy development : does video commentary feedback lead to greater engagement and response than conventional written feedback? Cavaleri, Michelle R.; Di Biase, Bruno (R7581); Kawaguchi, Satomi (R7941). - : U.S., Common Ground, 2014 BASE Show details

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