Edited by Fangfang Li, Karen E. Pollock and Robbin Gibb
[Bilingual Processing and Acquisition 10] 2020
► pp. 167–188
The present study reports on stop consonant perception of voice onset time (VOT) in Anglophone children enrolled in a French immersion (FI) elementary school in Western Canada. Fifty-seven children in grades 1, 3, and 5 were tested in both English and French for the three pairs of stops (/p/-/b/, /t/-/d/, and /k/-/g/). They were asked to identify words that begin with these stop consonants when listening to the audio prompts. We found that FI students’ French perception exhibits language-appropriate VOT boundaries for all three pairs but they have difficulty with identifying French voiced stops. Children’s French perception remains constant across grades. Our findings highlight the role played by educational context and the social status of L2 in second language learning.