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Epistemological issue with keynote article “Early, late or very late? Timing acquisition and bilingualism” by Ianthi Maria Tsimpli
[Linguistic Approaches to Bilingualism 4:3] 2014
► pp. 283–313
epistemological-paper

Early, late or very late?

Timing acquisition and bilingualism

Research on child bilingualism accounts for differences in the course and the outcomes of monolingual and different types of bilingual language acquisition primarily from two perspectives: age of onset of exposure to the language(s) and the role of the input (Genesee, Paradis, & Crago, 2004; Meisel, 2009; Unsworth et al., 2014). Some findings suggest that early successive bilingual children may pattern similarly to simultaneous bilingual children, passing through different trajectories from child L2 learners due to a later age of onset in the latter group. Studies on bilingual development have also shown that input quantity in bilingual acquisition is considerably reduced, i.e., in each of their two languages, bilingual children are likely exposed to much less input than their monolingual peers (Paradis & Genesee, 1996; Unsworth, 2013b). At the same time, simultaneous bilingual children develop and attain competence in the two languages, sometimes without even an attested age delay compared to monolingual children (Paradis, Genesee & Crago, 2011). The implication is that even half of the input suffices for early language development, at least with respect to ‘core’ aspects of language, in whatever way ‘core’ is defined.

My aim in this article is to consider how an additional, linguistic variable interacts with age of onset and input in bilingual development, namely, the timing in L1 development of the phenomena examined in bilingual children’s performance. Specifically, I will consider timing differences attested in the monolingual development of features and structures, distinguishing between early, late or ‘very late’ acquired phenomena. I will then argue that this three-way distinction reflects differences in the role of narrow syntax: early phenomena are core, parametric and narrowly syntactic, in contrast to late and very late phenomena, which involve syntax-external or even language-external resources too. I explore the consequences of these timing differences in monolingual development for bilingual development. I will review some findings from early (V2 in Germanic, grammatical gender in Greek), late (passives) and very late (grammatical gender in Dutch) phenomena in the bilingual literature and argue that early phenomena can differentiate between simultaneous and (early) successive bilingualism with an advantage for the former group, while the other two reveal similarly (high or low) performance across bilingual groups, differentiating them from monolinguals. The paper proposes that questions about the role of age of onset and language input in early bilingual development can only be meaningfully addressed when the properties and timing of the phenomena under investigation are taken into account.

Article outline
  • 1.Introduction
  • 2.Timing in monolingual development: An outline
  • 3.Timing factors: Macro- and micro-parameters as (very) early phenomena
  • 3.1Macro- and their micro-parameters in bilingualism
  • 4.When syntax is not enough: Late phenomena in acquisition
    • 4.1Late phenomena in bilingualism
    • 4.2Grammatical gender: Timing goes wild!
  • 5.Concluding remarks
  • Notes
  • References
Published online: 8 August 2014
DOI logo
https://doi.org/10.1075/lab.4.3.01tsi
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2019. The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition. Frontiers in Psychology 9 DOI logo
Schönpflug, Ute
2023. Multilingual Development of Text Comprehension. In Multilingual Text Comprehension [The Bilingual Mind and Brain Book Series, ], ► pp. 95 ff. DOI logo
Shang, Mengyao, Lucy Zhao, Virginia Yip & Ziyin Mai
2024. Protracted development in the heritage lexicon. Linguistic Approaches to Bilingualism DOI logo
Simon-Cereijido, Gabriela & Lucía I. Méndez
2020. Similarities and differences in the lexical-grammatical relation of young dual language learners with and without specific language impairment. Clinical Linguistics & Phonetics 34:1-2 ► pp. 92 ff. DOI logo
Slabakova, Roumyana
2019. The Bottleneck Hypothesis updated. In Three Streams of Generative Language Acquisition Research [Language Acquisition and Language Disorders, 63], ► pp. 319 ff. DOI logo
Smith, Giuditta, Roberta Spelorzi, Antonella Sorace & Maria Garraffa
2023. Inter-generational attrition. Linguistic Approaches to Bilingualism DOI logo
Sopata, Aldona
2021. Cross-linguistic influence in the development of null arguments in early successive bilingual acquisition. Linguistic Approaches to Bilingualism 11:2 ► pp. 192 ff. DOI logo
Sopata, Aldona, Esther Rinke & Cristina Flores
2024. Null objects in Polish heritage language acquisition in contact with German. International Journal of Bilingualism 28:1 ► pp. 79 ff. DOI logo
Soto-Corominas, Adriana
2021. Acquisition of quantified partitivity in Catalan-Spanish bilingualism. Linguistic Approaches to Bilingualism 11:6 ► pp. 873 ff. DOI logo
SOTO-COROMINAS, Adriana, Evangelia DASKALAKI, Johanne PARADIS, Magdalena WINTERS-DIFANI & Redab AL JANAIDEH
2022. Sources of variation at the onset of bilingualism: The differential effect of input factors, AOA, and cognitive skills on HL Arabic and L2 English syntax. Journal of Child Language 49:4 ► pp. 741 ff. DOI logo
Sánchez, Liliana, José Camacho, Elisabeth Mayer & Carolina Rodríguez Alzza
2022. Gender Agreement in a Language Contact Situation. Languages 7:2 ► pp. 81 ff. DOI logo
Torregrossa, Jacopo, Maria Andreou, Christiane Bongartz & Ianthi Maria Tsimpli
2021. Bilingual acquisition of reference: The role of language experience, executive functions and cross-linguistic effects. Bilingualism: Language and Cognition 24:4 ► pp. 694 ff. DOI logo
Torregrossa, Jacopo, Cristina Flores & Esther Rinke
2023. What modulates the acquisition of difficult structures in a heritage language? A study on Portuguese in contact with French, German and Italian. Bilingualism: Language and Cognition 26:1 ► pp. 179 ff. DOI logo
Tsehaye, Wintai
2023. Light-weights placed right: post-field constituents in heritage German. Frontiers in Psychology 14 DOI logo
Tsehaye, Wintai, Tatiana Pashkova, Rosemarie Tracy & Shanley E. M. Allen
2021. Deconstructing the Native Speaker: Further Evidence From Heritage Speakers for Why This Horse Should Be Dead!. Frontiers in Psychology 12 DOI logo
Tsimpli, Ianthi Maria, Alexandra Prentza & Maria Kaltsa
2022. Bidirectional Language Contact Effects at the DP Domain: The Case of Greek and Vlach Aromanian Speakers. Languages 7:2 ► pp. 150 ff. DOI logo
UNSWORTH, SHARON
2016. Early child L2 acquisition: Age or input effects? Neither, or both?. Journal of Child Language 43:3 ► pp. 608 ff. DOI logo
van Osch, García González, Hulk, Sleeman & Aalberse
2019. The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood. Languages 4:4 ► pp. 88 ff. DOI logo
Vorobyeva, Tamara, Aurora Bel & Maria Voeikova
2024. Grammatical gender agreement in production: The case of heritage Russian. International Journal of Bilingualism 28:2 ► pp. 234 ff. DOI logo
Walkden, George & Anne Breitbarth
2019. Complexity as L2-difficulty: Implications for syntactic change. Theoretical Linguistics 45:3-4 ► pp. 183 ff. DOI logo
YILMAZ, Gülsen & Antje SAUERMANN
2023. Complete acquisition in the heritage language: Evidence from indefiniteness in Turkish. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :33 ► pp. 813 ff. DOI logo
[no author supplied]
2022. Bilingualism, Language Development and Processing across the Lifespan [Bilingual Processing and Acquisition, 15], DOI logo

This list is based on CrossRef data as of 3 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.