Acceleration in multilingual children: the case of French

Abstract

ABSTRACT The acquisition of the null-subject property has received much attention. Languages differ as to whether they allow (pronominal) subjects to be unexpressed. French is generally assumed to be a language not allowing null-subjects, while languages like Italian and European Portuguese are treated as null-subject languages. The present study locates these language types within the null-argument hierarchy. This hierarchy “emerges” through the interaction of (non-language specific) cognitive strategies and linguistic features. In such a hierarchy, Italian and European Portuguese are less marked than French. The study of the longitudinal data of three Italian/Portuguese-French bilingual children between the age of 1;0 to 5;0 shows that bilingual children can reach the French target grammar more quickly than monolingual French-speaking children, even if they have a “weak” language. The children are accelerated with respect to (pronominal) subject realizations and target-like inflection of finite verbs. The findings indicate that bilingual children are not statistical learners, but they can rely on prior knowledge attained in their respective other, radically different, and less marked language. Consequently, educational programs with a focus on multilingualism (like pedagogical translanguaging) which aim to activate prior linguistic knowledge can be effective to compensate for disadvantages related to critical periods.