On the Acquisition of Differential Object Marking in Child Heritage Spanish
Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)
Bibliographic Data
| ID | 5900071 |
|---|---|
| Authors | Patrick D Thane (0000-0002-1884-7002, Amherst College, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Issue | 1 |
| Pages | 26 |
| Publication date | 2024-01-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages9010026 |
| OpenAlex | W4390789331 |
| Language | EN |
| Citations received | 9 |
| References cited | 78 |
Studies on school-aged children have been infrequent in research on Spanish as a heritage language. The present study explored how dual-language immersion education, patterns of heritage language use, proficiency, and age shape child Spanish heritage speakers' production and selection of differential object marking (DOM). A total of 57 English-Spanish bilingual children and 18 Spanish-dominant adults completed sentence completion and morphology selection tasks. Results revealed that the group of heritage speaker children that produced and selected the differential object marker most frequently was the seventh and eighth grade children (ages 12-14, the oldest in the study) who had completed a dual-language immersion program. Different factors accounted for variability in each task: bilingual education and proficiency affected the production of DOM, while age affected selection. Heritage speakers selected DOM more frequently than they produced this structure. These findings have implications for theories of heritage language acquisition that emphasizes that language experience and exposure account for differences between heritage speakers and argue for the dissociation of production from underlying syntactic knowledge. The data also argue that heritage speakers may possess a bilingual alignment for DOM, whereby underlying receptive knowledge is modulated by cumulative exposure, while production depends more on bilingual education and proficiency in Spanish
Bilingual education · Cognitive psychology · Developmental psychology · Differential effects · Dissociation (chemistry · First language · Heritage language · Language acquisition · Linguistics · Mathematics education · Neuroscience of multilingualism · Object (grammar · Pedagogy · Language Development and Disorders · Multilingual Education and Policy · Neurobiology of Language and Bilingualism · Psychology
Divergence and avoidance in the production of DOM in Romanian and Spanish among Romanian-speaking L2 speakers of Spanish
School, age, and exposure effects in the child heritage language acquisition of the Spanish volitional subjunctive
Examining verb-specific lexical effects in heritage Spanish Differential Object Marking
The impact of L1 literacy on the production of Spanish verbal passives by school-age Spanish heritage speakers
The acquisition of the Spanish subjunctive by child heritage and L2 learners
Variation along the referentiality scale in the production of Spanish differential object marking by monolingual and bilingual children
Intergenerational attrition
Differential Object Marking in Structurally Complex Contexts in Spanish
The Differential Object Marker in Valencian
The Dependencies of Objects
Bilingual Language Acquisition
Language and Identity in a Dual Immersion School
Incomplete Acquisition in Bilingualism
Student Spanish Use and Investment in a Dual Immersion Classroom
Emmeans
Translanguaging and positioning in two-way dual language classrooms
Subject and object expression in Spanish heritage speakers
Competence Similarities Between Native and Near-Native Speakers
Monolingual comparative normativity in bilingualism research is out of “ control ”
The Output Hypothesis
Differential Object Marking in Child and Adult Spanish Heritage Speakers
Differential Object Marking in Romance and Beyond
Welcome to the Tidyverse
Fitting Linear Mixed-Effects Models Using lme4
LmerTest Package
The Oxford Handbook of Language Attrition
The Cambridge Handbook of Second Language Acquisition
Lexical representation and development in a second language
The (Il)Logical Problem of Heritage Speaker Bilingualism and Incomplete Acquisition
Me, mi, my
Child heritage speakers’ acquisition of the Spanish subjunctive in volitional and adverbial clauses
Command of gender agreement in school-age Spanish-English Bilingual Children
Variation versus deviation
Processing DOM in relative clauses
What’s so incomplete about incomplete acquisition
Differential object marking in Spanish-English early bilinguals
Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers
Heritage language development
Delay in the acquisition of Differential Object Marking by Spanish monolingual and bilingual teenagers
Lexical morphology and verb use in child first language loss
A corpus study of child heritage speakers’ Spanish gender agreement
Structure complexity effects in child heritage Spanish
Production and comprehension of grammatical gender by Spanish heritage speakers
Academic and English language outcomes for DLLs as a function of school bilingual education model
Language activation in dual language schools
Differences in use without deficiencies in competence
Age and input effects in the acquisition of mood in Heritage Portuguese
Dominance, Language Experience, and Increased Interaction Effects on the Development of Pragmatic Knowledge in Heritage Bilingual Children
Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology
I Like English Better”
Bilingual Two-Way Immersion Programs Benefit Academic Achievement
Hispanic High Schoolers and Mathematics
Two-way and monolingual English immersion in preschool education
Assessing L2 knowledge of Spanish clitic placement
Some thoughts on the contrastive analysis of features in second language acquisition
Differential Object Marking
A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
(Ir)regular Mood Swings
Immersion Education
Productive Vocabulary Knowledge Predicts Acquisition of Spanish DOM in Brazilian Portuguese-Speaking Learners
Imperatives in Heritage Spanish
The Comprehension of Tense-Aspect Morphology by Spanish Heritage Speakers in the United Kingdom
Differential Access
Infinitive vs. Gerund Use and Interpretation in Heritage Spanish
Bilingual Alignments
Aspectual se and Telicity in Heritage Spanish Bilinguals
Back to basics
Frequency matters in second language acquisition too! Frequency effects in the production of preterit morphology with state verbs in Spanish second language learners and heritage speakers
Differential object marking in Spanish, Hindi, and Romanian as heritage languages
| Unique citing works | 9 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |