Early Second Language Acquisition Research Articles

A Study of Bilingual Development of Subject Realization of a Mandarin-English Bilingual Preschool Child from China to Australia

This article traces the developmental trajectory of bilingual subject realization of a Mandarin-English bilingual child from China to Australia from age 3;04 to 5;05. There is an assumption that age 3 is the dividing line between Bilingual First Language Acquisition (BFLA) and Early Second Language Acquisition (ESLA). Determining similarities and differences between them is of great theoretical and methodological significance. While BFLA studies show consistent results under the condition of adequate input and meaningful interaction, ESLA studies indicate that these children proceed their early English differently from BFLA. Previous studies mainly focused on young children’s English development in English-speaking countries without prior English input. However, an increasing number of children migrate to English-speaking countries after age 1 with limited English input. This study examines whether there is qualitative difference between BFLA and ESLA children’s bilingual subject realization. Drawing upon the naturalistic data before and after the child’s migration from China to Australia and CLAN analysis, the 25-month longitudinal case study indicates that the ESLA child’s bilingual subject realization developmental trajectories are qualitatively similar but quantitatively different from Mandarin-English BFLA peers. This study could be the first of its kind by investigating a bilingual child who acquires two languages with changed environmental language (Lε), contributing theoretically and practically to early childhood bilingualism.

Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece

This study meticulously investigates the interplay between Early Second Language Acquisition (ESLA) and the potential emergence of first language disorders in the unique context of Greece. Embedded in the Complex Dynamic Systems Theory (CDST) paradigm, it aims to untangle existing ambiguities and explore implications for Greek society and education. Employing a Concurrent Mixed Methods Approach, the study attempts to unveil the intricate impacts of ESLA on First Language Development (FLD).Grounded in CDST's framework emphasizing linguistic system complexity, and interconnectedness, the research design employs a Descriptive Exploratory orientation through a Case Study Methodology. This facilitates comprehensive research into two cohorts of children aged four, representing monolingual Greek kindergartens (Cohort A) and English as a Foreign Language (EFL)-focused kindergartens (Cohort B).The research inquiries delve into multifaceted language development aspects amidst intricate linguistic dynamics. This involves nuanced analysis of potential performance disparities in the primary language pre- and post-interventions in early foreign language pedagogy, meticulous comparative assessment of both cohorts, and insightful exploration of EFL's implications on young children's nascent language development.Methodologically, data collection employs a language development assessment tool (Logometro®). The collection of both quantitative and qualitative data in this study is contingent upon the application of the Logometro® language assessment instrument. Thematic Analysis shapes the qualitative corpus, complemented by statistical analyses for quantitative data.Anticipated outcomes aim to enhance understanding among Greek educational authorities and the scientific community about intricate, adaptive ESLA impacts on FLD. Findings could influence enduring, impactful EFL policies shaped by Greek authorities. Overall, the research deepens comprehension of latent consequences tied to ESLA's effects on FLD, set within Greece’s intricate context. Nested within CDST's theoretical framework, the amalgamation of research methodology and insights provides a robust foundation for future inquiries and invaluable guidance for policymakers navigating English language education decisions among young learners.

Effects of second-language acquisition on character introductions in 5- and 7-year-old bilingual and monolingual children’s Frog story narratives

This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used similar forms while introducing characters; however, for the Frog character, bilingual children used more appropriate referencing compared to monolinguals. These findings were discussed within the effects of L2 on L1 in terms of introducing characters as well as the amount of exposure to L2.

A multimodal approach to investigating temporality expression in L2: What does gesture analysis reveal?

AbstractResearch on temporality expression has had a prolific history within second language acquisition (SLA) research and has provided a clear picture of temporal and aspectual (henceforth Tem) markers and their order of emergence and development in L2 acquisition. However, most of the studies have only examined speech and neglected the gestural modality. This study is an attempt to fill this gap and contribute to the relatively recent investigation of L2 gestures; examining with a combinative approach Tem devices in speech and the gestures produced concomitantly with those linguistic markers in longitudinal video-recorded narratives produced by four low-proficiency tutored French second language (L2) learners. Our results suggest that speech and gesture form an interconnected system and that gestures play a function in dealing with the abstract domain of temporal reference in early SLA. Analyses reveal that L2 learners do not gesture randomly when expressing Tem values. Their gestures co-occurring with different types of Tem linguistic devices are generally different in proportion, duration and type. Gestures are more frequent in non-finite uninflected verbal contexts. Additionally, they are often iconic and last longer on average than those produced simultaneously with verbal morphology or with adverbials. Differences in gesture rate, duration and nature in the different marking contexts and over the data collection period of 5 months suggest that gesturing may help to reduce the cognitive load brought about by the complexity of morphological marking, and may therefore be used strategically to handle hesitant Tem devices in speech in early SLA.

Impact of early second-language acquisition on the development of first language and verbal short-term and working memory

ABSTRACTThe present study aimed at investigating whether L2 learning affects phonological short-term and working memory and first language (L1) development. The performance of a group of 31 4- to-5-year-old sequential bilinguals attending an International School on tasks assessing phonological short-term and working memory and linguistic performance in L1 was compared to that of a group of 31 age-matched monolinguals. The bilingual group outperformed monolinguals on two simple and one complex span task assessing phonological short-term and working memory, respectively. They performed as monolinguals on measures assessing articulatory skills, phonological abilities, naming and grammatical processing in L1. However, bilingual participants performed worse than monolinguals on a test of lexical comprehension. These results are discussed in light of current models of cognitive development.