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Heritage Speakers as Part of the Native Language Continuum ...
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Heritage Speakers as Part of the Native Language Continuum
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In: Front Psychol (2022)
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Heritage Speakers as Part of the Native Language Continuum
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Szucsich, Luka; Allen, Shanley E. M.; Martynova, Maria; Rizou, Vicky; Wiese, Heike; Tracy, Rosemarie; Zuban, Yulia; Alexiadou, Artemis; Zerbian, Sabine; Bunk, Oliver; Tsehaye, Wintai; Gagarina, Natalia; Shadrova, Anna; Pashkova, Tatiana; Schroeder, Christoph; Iefremenko, Kateryna. - : Frontiers Research Foundation, 2022
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Abstract:
We argue for a perspective on bilingual heritage speakers as native speakers of both their languages and present results from a large-scale, cross-linguistic study that took such a perspective and approached bilinguals and monolinguals on equal grounds. We targeted comparable language use in bilingual and monolingual speakers, crucially covering broader repertoires than just formal language. A main database was the open-access RUEG corpus, which covers comparable informal vs. formal and spoken vs. written productions by adolescent and adult bilinguals with heritage-Greek, -Russian, and -Turkish in Germany and the United States and with heritage-German in the United States, and matching data from monolinguals in Germany, the United States, Greece, Russia, and Turkey. Our main results lie in three areas. (1) We found non-canonical patterns not only in bilingual, but also in monolingual speakers, including patterns that have so far been considered absent from native grammars, in domains of morphology, syntax, intonation, and pragmatics. (2) We found a degree of lexical and morphosyntactic inter-speaker variability in monolinguals that was sometimes higher than that of bilinguals, further challenging the model of the streamlined native speaker. (3) In majority language use, non-canonical patterns were dominant in spoken and/or informal registers, and this was true for monolinguals and bilinguals. In some cases, bilingual speakers were leading quantitatively. In heritage settings where the language was not part of formal schooling, we found tendencies of register leveling, presumably due to the fact that speakers had limited access to formal registers of the heritage language. Our findings thus indicate possible quantitative differences and different register distributions rather than distinct grammatical patterns in bilingual and monolingual speakers. This supports the integration of heritage speakers into the native-speaker continuum. Approaching heritage speakers from this perspective helps us to better understand the empirical data and can shed light on language variation and change in native grammars. Furthermore, our findings for monolinguals lead us to reconsider the state-of-the art on majority languages, given recurring evidence for non-canonical patterns that deviate from what has been assumed in the literature so far, and might have been attributed to bilingualism had we not included informal and spoken registers in monolinguals and bilinguals alike.
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Keyword:
150 Psychologie; 400 Sprache; Linguistik
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URL: https://doi.org/10.3389/fpsyg.2021.717973
https://madoc.bib.uni-mannheim.de/61421/1/fpsyg-12-717973.pdf
https://madoc.bib.uni-mannheim.de/61421/
https://madoc.bib.uni-mannheim.de/61421
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Russian-German five-year-olds: What omissions in sentence repetition tell us about linguistic knowledge, memory skills and their interrelation
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In: Journal of child language (2021)
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A Four-Year Longitudinal Comparative Study on the Lexicon Development of Russian and Turkish Heritage Speakers in Germany
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The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN ... : The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN ...
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Introduction to MAIN – Revised, how to use the instrument and adapt it to further languages ... : Introduction to MAIN – Revised, how to use the instrument and adapt it to further languages ...
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New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised ... : New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised ...
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The Multilingual Assessment Instrument for Narratives (MAIN): Adding Urdu to MAIN ... : The Multilingual Assessment Instrument for Narratives (MAIN): Adding Urdu to MAIN ...
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The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN ... : The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN ...
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The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN ... : The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN ...
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Der Erwerb des Deutschen bei türkisch-deutsch und russisch-deutsch bilingualen Kindern: Gibt es doch einen Einfluss von Sprachfördermaßnahmen?
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 2 ; 191-210 (2020)
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Investigating Children’s Narrative Abilities in a Chinese and Multilingual Context: Cantonese, Mandarin, Kam and Urdu Adaptations of the Multilingual Assessment Instrument for Narratives (MAIN)
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In: Front Psychol (2020)
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Identifying early preschool bilinguals at risk of DLD: a composite profile of narrative and sentence repetition skills ...
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Macrostructural organization of adults’ oral narrative texts ...
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