In the context of heritage languages, the term incomplete acquisition implies that the bilingual child has acquired a language system that is different from that of the providers of language input. The notion of incomplete acquisition has recently been criticized. For example, some scholars argue that grammars cannot be incomplete. This chapter addresses the critiques of the concept of incompleteness and shows, in contrast, that the outcome of reduced exposure and production of a minority language in simultaneous bilingual acquisition indeed reflects the incomplete acquisition of some aspects of the input language. I argue that incompleteness is not a mechanism, but an acquisitional outcome or a stage in language development.
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