1. 1 Second Language Acquisition & Bilingualism

2. 2 from Paul (3 ½ y.o.) "C'est quoi mon assiette est pour?" "C'est quoi mon assiette est pour?" "Mon assiette est pour quoi?" "Mon assiette est pour quoi?" "What is my plate for?" "What is my plate for?"

3. 3 Main Questions When learning a second language: When learning a second language: Do we “acquire” it like a language, or “learn” it, like a skill? Do we “acquire” it like a language, or “learn” it, like a skill? Do the neural mechanisms that helped us learn our first language still operate to help us learn languages later in life? (e.g., Universal Grammar; Language Acquisition Device?) Do the neural mechanisms that helped us learn our first language still operate to help us learn languages later in life? (e.g., Universal Grammar; Language Acquisition Device?) How much does age matter? Are there other factors? How much does age matter? Are there other factors? How much do we use our knowledge of our first language when we’re acquiring other ones? (does this help or hurt?) How much do we use our knowledge of our first language when we’re acquiring other ones? (does this help or hurt?)

4. 4 Main Questions When learning a second language: When learning a second language: What happens to our native language if we stop using it? Does it disappear? Does it leave a trace? What happens to our native language if we stop using it? Does it disappear? Does it leave a trace? Can you ever “turn off” one language so it doesn’t interfere with another one? Can you ever “turn off” one language so it doesn’t interfere with another one? Are first and second languages stored differently in the brain? How about subsequent languages? Are first and second languages stored differently in the brain? How about subsequent languages?

5. 5 Bilingualism “The habitual, fluent, correct, and accent- free use of two languages” - Paradis “The habitual, fluent, correct, and accent- free use of two languages” - Paradis

6. 6 Bilingual Pros & Cons Pros Generally more successful in learning L3 Generally more successful in learning L3 Better meta-linguistic skills Better meta-linguistic skills Social advantages Social advantagesCons Initially lag behind in vocabulary (in single language) Initially lag behind in vocabulary (in single language) Two languages compete in processing Two languages compete in processing Incomplete acquisition of languages in some complicated areas of grammar Incomplete acquisition of languages in some complicated areas of grammar

7. 7 Terms for Types of Bilinguals Simultaneous (L1 and L2 learned at same time) Simultaneous (L1 and L2 learned at same time) Early Sequential (L2 learned early in childhood) Early Sequential (L2 learned early in childhood) (largest group) Late Bilingual (L2 learned in adolescence or later) Late Bilingual (L2 learned in adolescence or later) Heritage speakers (weaker family language) Heritage speakers (weaker family language) Ambilinguals vs. Semilinguals Ambilinguals vs. Semilinguals

8. 8 Simultaneous Bilinguals : 2 monolinguals in 1? Same language acquisition path as monolinguals Same language acquisition path as monolinguals No increase in acquisition speed when languages are more similar No increase in acquisition speed when languages are more similar English/French & English/Chinese – same speed! English/French & English/Chinese – same speed! … usually, one language is weaker than the other

9. 9 Language Development Vocabulary spurt – same time as monolinguals Vocabulary spurt – same time as monolinguals Slower in mass/count distinction Slower in mass/count distinction Grammatical gender lags behind Grammatical gender lags behind (Gathercole 2002b, English-speaking kids learning Spanish) (Gathercole 2002b, English-speaking kids learning Spanish)

10. 10 Simultaneous Bilinguals : 2 monolinguals in 1? Fusion Hypothesis Fusion Hypothesis unitary system for two languages Separate Development Hypothesis Separate Development Hypothesis languages develop autonomously … usually, one language is weaker than the other

11. 11 Sequential Bilinguals : Addition or Subtraction? Addition or Subtraction? potential to lose ability in first language (attrition) Factors involved Factors involved personality, cognitive attributes, proficiency in L1 (*developing L1 actually develops L2) personality, cognitive attributes, proficiency in L1 (*developing L1 actually develops L2) 25% input, minimum (Spanish-English bilinguals in Florida) – “ Balanced ” bilinguals 25% input, minimum (Spanish-English bilinguals in Florida) – “ Balanced ” bilinguals

12. 12 Separating Languages 1 person, 1 language 1 person, 1 language Many kids can successfully differentiate languages by age 2! Many kids can successfully differentiate languages by age 2! “test” words in both languages “test” words in both languages Parents “mix” Parents “mix” Kids more likely to mix languages Kids more likely to mix languages in phonology, syntax, lexicon in phonology, syntax, lexicon lexical mixing most frequent lexical mixing most frequent Mixing almost gone by 3;3 Mixing almost gone by 3;3

13. 13 Bilingual Lexicon: 1 or 2? Separate–store model: Separate–store model: 1 lexicon for each language 1 lexicon for each language evidence: repetition priming evidence: repetition priming Common-store model Common-store model 1 lexicon & semantic memory system 1 lexicon & semantic memory system evidence: evidence: semantic priming between languages semantic priming between languages competition between words from different languages competition between words from different languages turtle tortue turtle

14. 14 Competition between languages Words in different languages interfere with & facilitate each other Words in different languages interfere with & facilitate each other Catalan-Spanish bilinguals (Costa, Miozzo, & Caramazza, 1999) Catalan-Spanish bilinguals (Costa, Miozzo, & Caramazza, 1999) Task: Name pictures in Catalan Task: Name pictures in Catalan Name of picture printed on top of picture Name of picture printed on top of picture in Spanish or Catalan in Spanish or Catalan If the word is printed in Spanish: facilitation or interference? If the word is printed in Spanish: facilitation or interference?

15. 15 Competition between languages Words in different languages interfere with & facilitate each other Words in different languages interfere with & facilitate each other Catalan-Spanish bilinguals (Costa, Miozzo, & Caramazza, 1999) Catalan-Spanish bilinguals (Costa, Miozzo, & Caramazza, 1999) Task: Name pictures in Catalan Task: Name pictures in Catalan Name of picture printed on top of picture Name of picture printed on top of picture in Spanish or Catalan in Spanish or Catalan If the word is printed in Spanish: facilitation or interference? If the word is printed in Spanish: facilitation or interference? FACILITATION! (Spanish words sped up Catalan naming!) FACILITATION! (Spanish words sped up Catalan naming!)

16. 16 Repetition Blindness People are very poor at recalling repeated words when they are presented rapidly People are very poor at recalling repeated words when they are presented rapidly “She ate salad and fish even though the fish was raw” “She ate salad and fish even though the fish was raw” Poor recall of 2 nd “fish” Poor recall of 2 nd “fish” Caused by visual and phonological similarity Caused by visual and phonological similarity “won” and “one” – Repetition Blindness “won” and “one” – Repetition Blindness “autumn” and “fall” – None “autumn” and “fall” – None

17. 17 Repetition Blindness People are very poor at recalling repeated words when they are presented rapidly People are very poor at recalling repeated words when they are presented rapidly Spanish-English bilinguals (Altarriba & Soltano) Spanish-English bilinguals (Altarriba & Soltano) “I thought we had killed the ants but there were ants in the kitchen” “I thought we had killed the ants but there were ants in the kitchen” “I thought we had killed the ants pero habian hormigas en la cocina.” “I thought we had killed the ants pero habian hormigas en la cocina.” No Repetition Blindness effect when switch languages. No Repetition Blindness effect when switch languages.

18. 18 L1 vs. L2 acquisition differences (Field) L2 acquisition Less time for learning Less time for learning Already cognitively developed Already cognitively developed Responds to input analytically Responds to input analytically Already has a 1 st language Already has a 1 st language Has access to language of “ explanation ” – can theoretically understand differences Has access to language of “ explanation ” – can theoretically understand differences Is accustomed to expressing personality in L1 (L2 can feel limiting) Is accustomed to expressing personality in L1 (L2 can feel limiting) Has world knowledge and social understanding in L1 Has world knowledge and social understanding in L1

19. 19 Language Transfer Why is it easier to acquire languages that are similar to each other? Why is it easier to acquire languages that are similar to each other? Knowledge of L1 grammar is used in L2 acquisition (L1-Transfer) Knowledge of L1 grammar is used in L2 acquisition (L1-Transfer) Positive Transfer (Facilitation) Positive Transfer (Facilitation) L1 & L2 are the same L1 & L2 are the same Negative Transfer (Interference) Negative Transfer (Interference) L1 & L2 are different L1 & L2 are different

20. 20 Mandarin Chinese (Beijing Dialect) Phonology: Phonology: two possible codas: n & ng two possible codas: n & ng no consonant clusters in onset/coda (“w” does not count as a consonant”) no consonant clusters in onset/coda (“w” does not count as a consonant”) 5 main tones (including neutral) 5 main tones (including neutral) Syntax/Morphology: Syntax/Morphology: isolating language (no conjugations, declensions, or inflections) isolating language (no conjugations, declensions, or inflections) can “drop” the subject can “drop” the subject topic prominent (old information comes first) topic prominent (old information comes first) use post-positions (“table on” instead of “on the table”) use post-positions (“table on” instead of “on the table”) adjectival phrases, not subordinate clauses (“by me ridden horse” instead of “the horse that I have ridden”) adjectival phrases, not subordinate clauses (“by me ridden horse” instead of “the horse that I have ridden”) …

21. 21 Examples of Transfer 7 y.o., French immersion school in Toronto 7 y.o., French immersion school in Toronto structural errors in French attributable to English structural errors in French attributable to English Phonology Phonology VOT boundaries, gradual shift from Spanish to English VOT boundaries, gradual shift from Spanish to English

22. 22 Why does L2 fossilize? - Less access to UG? UG access Hypotheses in L2 acquisition Full Transfer No Access Full Transfer No Access Full Transfer Full Access Full Transfer Full Access No Transfer Full Access No Transfer Full Access Partial Transfer Full Access Partial Transfer Full Access Partial Transfer Partial Access Partial Transfer Partial Access

23. 23 Factors affecting ability to learn L2 4 Crucial factors - Carroll (1981) 4 Crucial factors - Carroll (1981) Phonetic coding/phonological awareness Phonetic coding/phonological awareness identify new sounds and form associations with them identify new sounds and form associations with them Grammatical sensitivity Grammatical sensitivity recognize grammatical functions of words and other syntactic structures recognize grammatical functions of words and other syntactic structures Rote learning ability Rote learning ability Inductive learning ability Inductive learning ability infer rules from data infer rules from data

24. 24 Non-Pathological L1 Attrition in Bilinguals Fluent L2 speakers living in L2- speaking countries show erosion of their L1 Fluent L2 speakers living in L2- speaking countries show erosion of their L1 Examples of L1 attrition - - Part of L1 lexicon is lost or hard to retrieve - - Phonology: English VOT for English (L1) speakers influenced by Spanish (L2): English /b/, /p/, using Spanish VOT - - Morpho-syntax: Languages with rich inflections (i.e. subjunctive in Spanish/French) - - Syntax (Grammar): Italian L1 speakers ’ pronoun-subject drop influenced by English (L2) pronoun usage - - Turkish L1 speakers ’ usage of ‘ Turkish pronoun ’ influenced by English (L2) - - Korean L1 speakers usage of ‘ Korean reflexives (~self) ’ influenced by English (L2)

25. 25 SLA teaching methods traditional method – translate one language to another, mainly grammar lectures traditional method – translate one language to another, mainly grammar lectures direct methods – (Berlitz) all teaching in L2, emphasis on conversational skills direct methods – (Berlitz) all teaching in L2, emphasis on conversational skills audiolingual method – speaking and listening before reading and writing audiolingual method – speaking and listening before reading and writing immersion method – teach exclusively through L2 immersion method – teach exclusively through L2 submersion method – surround learner exclusively by speakers of L2, usually in foreign country submersion method – surround learner exclusively by speakers of L2, usually in foreign country