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Language Competence in Italian Heritage Speakers

The Contribution of Clitic Pronouns and Nonword Repetition

Bibliographic Data

ID5899913
AuthorsGiuditta Smith (0000-0002-9358-5700, University of East Anglia), Roberta Spelorzi (University of Edinburgh), Antonella Sorace (0000-0002-8812-1979, University of Edinburgh), Maria Garraffa (0000-0003-1767-424X, University of East Anglia, corresponding author)
Year2022
Volume7
Issue3
Pages180
Publication date2022-07-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages7030180
OpenAlexW4285042524
LanguageEN
Citations received3
References cited67

The linguistic profile of bilingual children is known to show areas of overlap with that of children affected by Developmental Language Disorder (DLD), creating a need to differentiate the profiles and provide clinicians with tools to evaluate bilingual speakers in both of their languages. Data from typical adult bilinguals provide a picture of the language of a bilingual speaker at the end of language development. The present work explores how clitic production and nonword repetition (NWR) behave in mature language systems in situations of bilingualism, aiming to provide initial data as a benchmark on Italian as a non-dominant language. Heritage speakers (HSs) of Italian were confronted with adult immigrants (AIs) who moved from Italy to an English-speaking country in adulthood. Clitic pronouns were found to be vulnerable in HSs, who produced approximately 35% of the target clitics against the 80% of Ais, suggesting that clitic pronouns may not be reliable structures to test language competence in heritage Italian. On the other hand, HSs were >97% correct in NWR, suggesting that this paradigm should be explored as a possible marker to test language competence in these populations

Clitic · Competence (human resources · Heritage language · Linguistic competence · Linguistics · Neuroscience of multilingualism · Language Development and Disorders · Multilingual Education and Policy · Psychology · Reading and Literacy Development

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Unique citing works3
Citations per year1.5
Citation span2024 - 2025 (2)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 3

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