The Acquisition of Spanish

Morphosyntactic development in monolingual and bilingual L1 acquisition and adult L2 acquisition

Author

Silvina Montrul | University of Illinois at Urbana-Champaign

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This is the first book on the acquisition of Spanish that provides a state-of-the-art comprehensive overview of Spanish morphosyntactic development in monolingual and bilingual situations. Its content is organized around key grammatical themes that form the empirical base of research in generative grammar: nominal and verbal inflectional morphology, subject and object pronouns, complex structures involving movement (topicalizations, questions, relative clauses), and aspects of verb meaning that have consequences for syntax. The book argues that Universal Grammar constrains all instances of language acquisition and that there is a fundamental continuity between monolingual, bilingual, child and adult early grammatical systems. While stressing their similarities with respect to linguistic representations and processes, the book also considers important differences between these three acquisition situations with respect to the outcome of acquisition. It is also shown that many linguistic properties of Spanish are acquired earlier than in English and other languages. This book is a must read for those interested in the acquisition of Spanish from different theoretical perspectives as well as those working on the acquisition of other languages in different contexts.

[Language Acquisition and Language Disorders, 37] 2004. xvi, 413 pp.

Publishing status: Available

https://doi.org/10.1075/lald.37

Table of Contents

Preface | pp. xi–xv

1. Theoretical Foundations | pp. 1–28

2. Morphosyntax of the Noun Phrase | pp. 29–86

3. Morphosyntax of the Verb Phrase | pp. 87–172

4. Subject and Object Pronouns | pp. 173–247

5. Topics, questions, embedding and movement | pp. 249–298

6. Verb Meaning and Lexical Parameters | pp. 299–357

Conclusion | pp. 359–371

Index | pp. 401–411

“This book is an essential resource for all Hispanic linguistic collections. Montrul makes clear assertions and is able to support them. Although she highlights the similarities in L1, 2L1, and adult L2 acquisition in terms of linguistic representations and processes, she also thoughtfully considers the observable differences among them, especially in terms of differences in ultimate attainment. In doing so, this work sits at the cutting edge of contemporary research in generative L2 acquisition, which has attempted to address observable target-deviant aspects of L2 language while assuming adult UG-continuity. This work is a primary source for contemporary Hispanic linguistic research that will be cited for many years to come.”

Jason Rothman, University of Iowa, in Modern Language Journal Vol. 90(3), 2006

“The book admirably fills a gap in acquisition literature by bringing together Spanish data and theoretical discussion that have previously been dispersed and by opening a dialogue among the three instances of acquisition in Spanish and other languages.

'The Acquisition of Spanish' is well written and follows a good and consistent organization of the data and theoretical issues. The general and chapter-internal organization of the book, the subject and author indexes, and cross-referencing make it not only reader-friendly but also flexible for readers of diverse interests. The book can be read as a whole, or one may choose a grammatical phenomenon and follow it in the three instances of language acquisition. Alternatively, a reader may focus on one debate in one of the acquisition situations and follow it across the different sets of empirical data.

Overall, Montrul's "The Acquisition of Spanish" is a valuable book for anyone interested in theoretical and developmental issues of acquisition in Spanish and other languages. For those interested mostly in one of the fields (first, second language or bilingual acquisition), it serves as an excellent window into the discussion of parallel issues in the other related areas. This book can also be of interest to theoretical linguists since data from acquisition, especially when considered as carefully as in this book, broaden the empirical base for the construction and evaluation of approaches to morphosyntactic knowledge and representation.

Montrul 'warns' us that this is neither an introductory overview nor a textbook, probably because of the previous knowledge it presupposes and because it clearly assumes and argues for a particular approach. However, I think her book would work as a fantastic reference and source of data and discussion for acquisition courses in which students have some previous knowledge of generative linguistics and previous or supplemented knowledge of methodology in psycholinguistic research.”

María Cristina Cuervo, University of Toronto, on Linguist List 16.2179 , 2005

“In The Acquisition of Spanish, Montrul delivers a thorough and far-reaching treatise on current morphosyntactic issues in the acquisition of Spanish as a first and second language. The end result is a manuscript that is at once a sourcebook and a model for state-of-the-art research. It is comprehensive, theoretically informed, and methodologically rigorous, a hallmark of Montrul's scholarship.”

Almeida Jacqueline Toribio, The Pennsylvania State University, University Park

“This is a valuable resource for researchers interested in first language acquisition, simultaneous bilingualism in early childhood, adult second language acquisition, and/or the acquisition of Spanish. Montrul enhances the value of the book further by providing readers with access to 'studies published in journals with limited international circulation, and studies conducted as part of doctoral dissertations, some of which are written in Spanish or Catalan.”

Mary Ann Dzigugis, The University of Texas at Arlington, in Language 83:3, 2007

“This volume constitutes a comprehensive and well-referenced text and is an excellent source on the current issues of the acquisition of Spanish. It should be of interest not only to researchers who study the acquisition of Spanish, but also to acquisitionists in general.”

Miren Hodgson, University of Massachussetts, Amherst, in Studies in Second Language Acquisition 28(1)

“This is well written and is generally well informed, compendious, comprehensive and well referenced and, for this reason alone, worth publishing as a useful account of generative research done into the acquisition of Spanish.”

Andrew Radford, University of Essex

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2016. Comprehension of subject and object relative clauses by second language learners of Spanish. In Language Acquisition Beyond Parameters [Studies in Bilingualism, 51], ► pp. 149 ff.

Taliancich-Klinger, Casey L. & Kendra Gonzalez

2019. A Preliminary Study Examining Parent Perceptions and Practices in Heritage Language Transmission in Texas. Perspectives of the ASHA Special Interest Groups 4:6 ► pp. 1540 ff.

Thane, Patrick, Michele Goldin, Abril Jimenez, Esther Hur, Julio Cesar Lopez Otero & Jennifer Austin

2022. Where we are and where we ought to be: The need for research-based assessments for dual language immersion learners. NABE Journal of Research and Practice 12:2 ► pp. 84 ff.

Ticio, M.Emma

2015. Differential object marking in Spanish-English early bilinguals. Linguistic Approaches to Bilingualism 5:1 ► pp. 62 ff.

Toth, Paul D.

2008. Teacher‐ and Learner‐Led Discourse in Task‐Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development. Language Learning 58:2 ► pp. 237 ff.

Toth, Paul D.

2011. Teacher‐ and Learner‐Led Discourse in Task‐Based Grammar Instruction: Providing Procedural Assistance for Morphosyntactic Development. Language Learning 61:s1 ► pp. 141 ff.

Uygun, Serkan, Lara Schwarz & Harald Clahsen

2023. Morphological generalization in heritage speakers: The Turkish aorist. Second Language Research 39:2 ► pp. 519 ff.

VanPatten, Bill, Gregory D. Keating & Michael J. Leeser

2012. Missing verbal inflections as a representational problem. Linguistic Approaches to Bilingualism 2:2 ► pp. 109 ff.

Verhagen, Josje & Elma Blom

2014. Asymmetries in the acquisition of subject–verb agreement in Dutch: Evidence from comprehension and production. First Language 34:4 ► pp. 315 ff.

West, Donna E.

2019. The Dialogic Nature of Semiotic Tools in Facilitating Conscious Thought: Peirce’s and Vygotskii’s Models. In Model-Based Reasoning in Science and Technology [Studies in Applied Philosophy, Epistemology and Rational Ethics, 49], ► pp. 193 ff.

White, Lydia

2016. Pro-drop then and now. In Language Acquisition Beyond Parameters [Studies in Bilingualism, 51], ► pp. 17 ff.

Zdorenko, Tatiana & Johanne Paradis

2012. Articles in child L2 English: When L1 and L2 acquisition meet at the interface. First Language 32:1-2 ► pp. 38 ff.

Zyzik, Eve C.

2008. Null objects in second language acquisition: grammatical vs. performance models. Second Language Research 24:1 ► pp. 65 ff.

Üredi, Lütfi & Ömer Gökhan Ulum

2018. A Study on the Morpho-syntactic Profiles of Syrian Children Learning Turkish as a Second Language. In Chaos, Complexity and Leadership 2016 [Springer Proceedings in Complexity, ], ► pp. 483 ff.

Üredi, Lütfi & Ömer Gökhan Ulum

2018. Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language. In Educational Development and Infrastructure for Immigrants and Refugees [Advances in Religious and Cultural Studies, ], ► pp. 203 ff.

[no author supplied]

2018. The Emergence of Nominal Expressions in Spanish-English Early Bilinguals [Studies in Bilingualism, 56],

[no author supplied]

2019. Heritage Languages [Studies in Bilingualism, 58],

[no author supplied]

2022. Contact and Language Structures. In The Cambridge Handbook of Language Contact, ► pp. 591 ff.

[no author supplied]

2022. A bifurcation threshold for contact-induced language change. Glossa: a journal of general linguistics 7:1

[no author supplied]

2022. Bilingualism, Language Development and Processing across the Lifespan [Bilingual Processing and Acquisition, 15],

This list is based on CrossRef data as of 13 november 2023. 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.

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