Abstract
AbstractBilingual settings are perceived as exemplary cases of linguistic diversity, and they are assumed to trigger cross-linguistic interaction. The rationale underlying this assumption is the belief that when more than one language is processed in a brain, this will inevitably affect the way in which linguistic knowledge is acquired, stored and used. However, this idea stands in conflict with results obtained by research on children acquiring two (or more) languages simultaneously. They have been demonstrated to be able to differentiate languages from early on and to develop competences qualitatively identical to those of monolinguals. These studies thus provide little evidence supporting the idea that bilingualism must lead to divergent grammatical development.The question then is what triggers alterations of bilinguals’ grammars, especially of the syntactic core, possibly resulting in non-native competences. This has been claimed to occur in the acquisition of second languages, weaker languages of simultaneous bilinguals, or heritage languages. These acquisition types differ from first language development in that onset of acquisition of one language is delayed or that the amount of exposure to one language is reduced. I will argue that age at onset and severely reduced amount of exposure are potential causal factors triggering divergent developments, whereas bilingualism on its own is not a sufficient cause of divergence.
Highlights
Bilingual settings are perceived as exemplary cases of linguistic diversity, and they are assumed to trigger cross-linguistic interaction
Our task is to identify properties that are specific to a given learner variety, but we must identify the ones that various varieties share. This allows us to decide whether the varieties in question are manifestations of identical or at least similar kinds of linguistic knowledge or whether they are starting points of divergent developments
As for linguistic properties in which varieties differ, we must take into account that some aspects of language are more vulnerable than others
Summary
Bilingual settings are by definition instances of linguistic diversity. It may seem obvious that research on bilingual acquisition should be able to make a meaningful contribution to the study of linguistic diversity. By identifying common and divergent properties we can determine whether we are dealing with diversity in substance or merely in manifestation This is the main issue that I will pursue here. The appeal for cooperation between acquisition research and grammatical theorising is, neither new nor original It follows naturally from the perspective adopted after the cognitive turn in linguistics, identifying mental grammars as the main object of linguistic research. This entails that an adequate theory of language must account for the properties of grammatical knowledge, it must explain how grammars are acquired and how they are put to use. Phenomena observed in the speech of language learners call for theoretically motivated explanations, even if the issues at stake are not on the current agenda of linguistic theorising
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