M Goldin
Biographic Data
| ID | 1139787 |
|---|---|
| NAME | M Goldin |
| GIVEN NAMES | M |
| FAMILY NAME | Goldin |
| SIGNATURE | GOLDIN M |
| AFFILIATIONS | Touro College |
| ORCID | 0000-0002-2574-9806 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The acquisition of the Spanish subjunctive by child heritage and L2 learners
Few studies have investigated the developing grammars of school-aged children acquiring Spanish as a heritage or second language (L2) in dual language immersion programs. The present project evaluated 57 English-dominant Spanish heritage speakers (HS) and L2 learners enrolled in a dual language immersion school on their production and recognition of subjunctive mood in volitional clauses. Older children (12–14 year olds) produced more subjunctive…
Syntactic optionality in heritage Spanish
Aims and Objectives: This study explores Spanish heritage speakers’ (HSs) knowledge of clitic climbing and the (extra-)linguistic factors that modulate it. Design: Heritage speakers of Spanish completed three screening tasks (a background language questionnaire, a productive vocabulary task, and proficiency task) and two experimental tasks (an elicited production task, and a forced choice task) examining their knowledge of clitic climbing in diff…
The comprehension of clitic gender in child heritage and second language Spanish
Despite the growth of dual-language programs in the United States, few studies have examined how children acquire Spanish through immersion. This article compares how heritage speakers (HS) and English-fluent Spanish L2 learners (L2L) immersed in Spanish comprehend gender in direct object clitics, an area of Spanish grammar prone to bilingual effects. A total of 78 English-dominant children enrolled in a dual language school participated in the e…
Dominance, Language Experience, and Increased Interaction Effects on the Development of Pragmatic Knowledge in Heritage Bilingual Children
We investigate whether dominance, language experience, and increased interaction have an effect on the development of heritage bilingual children’s knowledge of the discourse-pragmatic constraints guiding null and overt subjects. A group of child heritage bilinguals ( n = 18, mean age = 5;5) and comparison groups of adults: Mexican Spanish monolinguals ( n = 15), heritage bilinguals in the United States ( n = 16), and English monolinguals in the …
Language activation in dual language schools
Cross-linguistically, monolingual children produce target-like inflected verbs much earlier than they can reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e. Johnson, V., J. de Villiers, and H. Seymour. 2005. “Agreement Without Understanding? The Case of Third Person Singular /s/.” First Language 25: 317-333; Pérez-Leroux, A. T. 2005. “Number Problems in Children.” In Proceedings of the 2005 A…
An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers
Studies have found that aspects of grammar that lie at the syntax-pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups o…
An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers
Studies have found that aspects of grammar that lie at the syntax-pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups o…
An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers
Studies have found that aspects of grammar that lie at the syntax-pragmatics interface, such as the use of pronominal subjects in null-subject languages, are likely to undergo cross-linguistic influence in bilingual speakers. This study contributes to our understanding of the role of Spanish immersion academic instruction on the comprehension of null subjects in English-dominant, Spanish-heritage children living in the United States. Two groups o…
Language activation in dual language schools
Cross-linguistically, monolingual children produce target-like inflected verbs much earlier than they can reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e. Johnson, V., J. de Villiers, and H. Seymour. 2005. “Agreement Without Understanding? The Case of Third Person Singular /s/.” First Language 25: 317-333; Pérez-Leroux, A. T. 2005. “Number Problems in Children.” In Proceedings of the 2005 A…
Dominance, Language Experience, and Increased Interaction Effects on the Development of Pragmatic Knowledge in Heritage Bilingual Children
We investigate whether dominance, language experience, and increased interaction have an effect on the development of heritage bilingual children’s knowledge of the discourse-pragmatic constraints guiding null and overt subjects. A group of child heritage bilinguals ( n = 18, mean age = 5;5) and comparison groups of adults: Mexican Spanish monolinguals ( n = 15), heritage bilinguals in the United States ( n = 16), and English monolinguals in the …
Syntactic optionality in heritage Spanish
Aims and Objectives: This study explores Spanish heritage speakers’ (HSs) knowledge of clitic climbing and the (extra-)linguistic factors that modulate it. Design: Heritage speakers of Spanish completed three screening tasks (a background language questionnaire, a productive vocabulary task, and proficiency task) and two experimental tasks (an elicited production task, and a forced choice task) examining their knowledge of clitic climbing in diff…
The comprehension of clitic gender in child heritage and second language Spanish
Despite the growth of dual-language programs in the United States, few studies have examined how children acquire Spanish through immersion. This article compares how heritage speakers (HS) and English-fluent Spanish L2 learners (L2L) immersed in Spanish comprehend gender in direct object clitics, an area of Spanish grammar prone to bilingual effects. A total of 78 English-dominant children enrolled in a dual language school participated in the e…
The acquisition of the Spanish subjunctive by child heritage and L2 learners
Few studies have investigated the developing grammars of school-aged children acquiring Spanish as a heritage or second language (L2) in dual language immersion programs. The present project evaluated 57 English-dominant Spanish heritage speakers (HS) and L2 learners enrolled in a dual language immersion school on their production and recognition of subjunctive mood in volitional clauses. Older children (12–14 year olds) produced more subjunctive…
Linguistics (6 works) · Psychology (6 works) · Heritage language (5 works) · Neuroscience of multilingualism (5 works) · EFL/ESL Teaching and Learning (4 works) · Language Development and Disorders (4 works) · First language (3 works) · Multilingual Education and Policy (3 works) · Clitic (2 works) · Comprehension (2 works)