Dominant-while-speaking

How bilingual Norwegian–English children conceptualize goal-oriented motion events

Bibliographic Data

ID15087548
AuthorsHanna Andresen (0009-0002-2092-5900, University of Oslo, corresponding author), Renate Delucchi Danhier (0000-0002-8247-815X, TU Dortmund University), Barbara Mertins (0000-0002-0271-0431, TU Dortmund University)
Year2025
Volume29
Issue3
Pages759-775
Publication date2025-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Bilingualism (JOURNAL)
Journal identifiersISSN: 1367-0069 • E-ISSN: 1756-6878
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/13670069241251781
OpenAlexW4396897393
LanguageEN
References cited30

Aim: This study investigates how simultaneous bilingual Norwegian–English children conceptualize goal-oriented motion events in their two languages, which have different and partly conflicting language-specific conceptualization patterns (the so-called holistic, endpoint-oriented perspective vs. a phasal perspective with focus on ongoingness). Design: The experiment combined three different methodologies to measure attention to endpoints: elicitation of spoken data, eye-tracking, and a subsequent memory test. A total of 23 bilingual Norwegian–English children participated on a separate day for each language. The comparison groups comprised monolingual Norwegian children ( n = 21), first language (L1) Norwegian adults ( n = 30), and L1 English adults ( n = 20). Data and analysis: The statistical analysis included calculations of endpoints mentioned and endpoints remembered in each language and for both sessions, and an event-related analysis was conducted to establish the total length of all fixations on the areas of interest (AoIs [the endpoints]), in each language and for both sessions. Findings/conclusions: The results showed an effect of the language of operation on conceptualization, independent of language dominance, but depending on the situation. In their first session, the bilingual children showed a strong awareness of the prototypical conceptualization pattern in the language they were speaking. In their second session, the children’s conceptualization was influenced by their first. Hence, we can talk about a flexible conceptual dominance linked to language, the situation, and to previous experience. Originality: This study for the first time explores simultaneous bilingual children’s conceptualization of goal-oriented motion events in their two languages and with different methodologies. Significance/implications: This study brings new insights into our understanding of early bilingualism at a conceptual level, with implications for the field, but also for parents, caregivers, and stakeholders, who at times need to be reminded about children’s unique capacity for language learning

Linguistics · Norwegian · Categorization, perception, and language · Computer Science · Language, Metaphor, and Cognition · Psychology · Second Language Acquisition and Learning

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