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Journal articles on the topic 'Language acquisition. Mexican American children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

González, Gustavo. "Spanish language acquisition research among Mexican-American children: The sad state of the art." Early Childhood Research Quarterly 6, no. 3 (1991): 411–25. http://dx.doi.org/10.1016/s0885-2006(05)80064-x.

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2

Hochberg, Judith G. "First steps in the acquisition of Spanish stress." Journal of Child Language 15, no. 2 (1988): 273–92. http://dx.doi.org/10.1017/s030500090001237x.

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ABSTRACTThis article uses longitudinal data from four Mexican-American children to explore two aspects of the acquisition of Spanish word stress that precede and accompany learning of the stress system itself. First, contrary to Allen & Hawkins' proposed universal ‘trochaic bias’ (Allen 1982, Allen & Hawkins 1977, 1979, 1980), it is shown that children have a ‘neutral start’ in stress learning: they approach the task of stress learning unbiased towards any particular stress type. Secondly, several examples are found in which children's attention to phonetic or semantic aspects of norma

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3

August, Diane L. "Effects of Peer Tutoring on the Second Language Acquisition of Mexican American Children in Elementary School." TESOL Quarterly 21, no. 4 (1987): 717. http://dx.doi.org/10.2307/3586991.

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Dávila, Alberto, and Marie T. Mora. "LEP Language Disability, Immigration Reform, and English-Language Acquisition." American Economic Review 106, no. 5 (2016): 478–83. http://dx.doi.org/10.1257/aer.p20161113.

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Policy might partly shape the English-language acquisition of Hispanics migrating to the U.S. mainland, particularly policies related to limited-English-language disability benefits and immigration reform. Using data from the American Community Survey, we find that island-born Puerto Ricans on the U.S. mainland, as U.S. citizens, may have lower incentives to learn English than Hispanic immigrants because of their higher participation in LEP disability programs. However, among Mexican immigrants, recent immigration reform aimed at interior enforcement might have increased incentives for Mexican

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5

Kayser, Hortencia. "A Study of Three Mexican American Children Labeled Language-Disordered." NABE Journal 12, no. 1 (1987): 1–22. http://dx.doi.org/10.1080/08855072.1987.10668532.

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Fought, Carmen. "Language as a representation of Mexican American identity." English Today 26, no. 3 (2010): 44–48. http://dx.doi.org/10.1017/s0266078410000131.

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Demographic data indicate that the English of Mexican Americans is destined to play a key role in the sociolinguistic study of language variation in the United States. In fact, Mexican American speakers are reported to account for more than 12.5% of the U.S. population. In 2003, the U.S. Census released data showing that Latinos and Latinas had replaced African Americans as the largest minority ethnic group in the U.S., and by 2007, 29.2 million Americans listed their ancestry as Mexican (Pew Hispanic Center, 2009). Moreover, in addition to the large numbers of Mexicans (first generation) and

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Rodriguez, Barbara L., and Lesley B. Olswang. "Mexican-American and Anglo-American Mothers’ Beliefs and Values About Child Rearing, Education, and Language Impairment." American Journal of Speech-Language Pathology 12, no. 4 (2003): 452–62. http://dx.doi.org/10.1044/1058-0360(2003/091).

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This study investigated the cross-cultural and intracultural diversity of mothers’ beliefs and values regarding child rearing, education, and the causes of language impairment. Thirty Mexican-American and 30 Anglo-American mothers of children with language impairments completed 2 questionnaires, and 10 randomly selected mothers from each group participated in an interview. In addition, the Mexican-American mothers completed an acculturation rating scale. Results indicated that Mexican-American mothers held more strongly traditional, authoritarian, and conforming educational and child rearing b

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Cota, Marya K., and George P. Knight. "The Socialization of Ethnic Behaviors in Mexican American Children." Hispanic Journal of Behavioral Sciences 13, no. 2 (1991): 228–29. http://dx.doi.org/10.1177/07399863910132008.

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9

Pérez, Anita Méndez. "Mexican American Mothers' Perceptions and Beliefs About Language Acquisition in Infants and Toddlers With Disabilities." Bilingual Research Journal 24, no. 3 (2000): 277–94. http://dx.doi.org/10.1080/15235882.2000.10162766.

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Flores-Yeffal, Nadia Y. "English Proficiency and Trust Networks among Undocumented Mexican Migrants." ANNALS of the American Academy of Political and Social Science 684, no. 1 (2019): 105–19. http://dx.doi.org/10.1177/0002716219855024.

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This study explores whether being a member of a migration-trust network (MTN; social structures that immigrants create to manage the challenges of undocumented status) affects the acquisition of English language proficiency among undocumented heads of household who migrate to the United States from Mexico. The analysis shows that human capital accumulation and interactions with non-Hispanic white Americans are important to learning English in this migrant population. But it also suggests that membership in an MTN can inhibit the acquisition of English language proficiency. I use Mexican Migrat

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11

Bonvillian, John D., and Theodore Siedlecki. "Young Children's Acquisition of the Movement Aspect in American Sign Language." Journal of Speech, Language, and Hearing Research 41, no. 3 (1998): 588–602. http://dx.doi.org/10.1044/jslhr.4103.588.

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The acquisition of the movement aspect of American Sign Language signs was examined longitudinally in 9 young children of deaf parents. During monthly home visits, the parents demonstrated on videotape how their children formed the different signs in their lexicons. The parents also demonstrated how they formed or modeled these same signs. Overall, the children correctly produced 61.4% of the movements that were present in the adult sign models. Although the production accuracy of the movement aspect of signs did not improve over the course of the study, the number and complexity of movements

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12

Reilly, Judy Snitzer, Marina Mcintire, and Ursula Bellugi. "The acquisition of conditionals in American Sign Language: Grammaticized facial expressions." Applied Psycholinguistics 11, no. 4 (1990): 369–92. http://dx.doi.org/10.1017/s0142716400009632.

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ABSTRACTAn unusual facet of American Sign Language (ASL) is its use of grammaticized facial expression. In this study, we examine the acquisition of conditional sentences in ASL by 14 deaf children (ages 3;3–8;4) of deaf parents. Conditional sentences were chosen because they entail the use of both manual signs and grammaticized non-manual facial expressions. The results indicate that the children first acquire manual conditional signs, e.g., SUPPOSE, before they use the obligatory grammaticized conditional facial expression. Moreover, the children acquire the constellation of obligatory non-m

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Pye, Clifton, Scott Berthiaume, and Barbara Pfeiler. "Northern Pame-Spanish language acquisition in the context of incipient language loss." International Journal of Bilingualism 24, no. 2 (2019): 246–65. http://dx.doi.org/10.1177/1367006919826328.

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Aims and Objectives/Purpose/Research Questions: Northern Pame (autonym: Xi’iuy) is an Otopamean language situated in the Mexican state of San Luís Potosí. Today over 90% of the Pame population speaks Spanish, and two-year-old children only speak Northern Pame in two Northern Pame villages. The paper explores differences in two-year-old Pame children’s production of words in Northern Pame and Spanish in order to assess the possibility that developmental constraints and/or language shift influence the form and distribution of the children’s words in the two languages. Design/Methodology/Approach

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14

Mayo, Lynn Hansberry, Mary Florentine, and Søren Buus. "Age of Second-Language Acquisition and Perception of Speech in Noise." Journal of Speech, Language, and Hearing Research 40, no. 3 (1997): 686–93. http://dx.doi.org/10.1044/jslhr.4003.686.

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To determine how age of acquisition influences perception of second-language speech, the Speech Perception in Noise (SPIN) test was administered to native Mexican-Spanish-speaking listeners who learned fluent English before age 6 (early bilinguals) or after age 14 (late bilinguals) and monolingual American-English speakers (monolinguals). Results show that the levels of noise at which the speech was intelligible were significantly higher and the benefit from context was significantly greater for monolinguals and early bilinguals than for late bilinguals. These findings indicate that learning a

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Cornelio-Marí, Elia-Margarita. "Mexican children and American cartoons: Foreign references in animation." Comunicar 23, no. 45 (2015): 125–32. http://dx.doi.org/10.3916/c45-2015-13.

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This audience study explores how a group of children from Southeast Mexico, perceive the animated cartoon «Dexter’s Laboratory». The objective is to observe the ways in which a young local audience, still in the process of building its cultural identity, perceives an American television program. A qualitative approach was applied: 44 children between 8 and 11 years old participated in a series of semi-structured interviews and focus groups, which took place in a provincial city in Mexico (Villahermosa, Tabasco). In each session, the participants watched an episode of the cartoon dubbed into La

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Guinn, Bobby. "Anthropometry of Mexican American Children in the Lower Rio Grande Valley." Hispanic Journal of Behavioral Sciences 10, no. 2 (1988): 139–47. http://dx.doi.org/10.1177/07399863880102004.

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Chung, Hyunju. "Acquisition and Acoustic Patterns of Southern American English /l/ in Young Children." Journal of Speech, Language, and Hearing Research 63, no. 8 (2020): 2609–24. http://dx.doi.org/10.1044/2020_jslhr-19-00040.

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Purpose The aim of the current study was to examine /l/ developmental patterns in young learners of Southern American English, especially in relation to the effect of word position and phonetic contexts. Method Eighteen children with typically developing speech, aged between 2 and 5 years, produced monosyllabic single words containing singleton /l/ in different word positions (pre- vs. postvocalic /l/) across different vowel contexts (high front vs. low back) and cluster /l/ in different consonant contexts (/pl, bl/ vs. /kl, gl/). Each production was analyzed for its accuracy and acoustic patt

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18

Sánchez, Virginia V., Linda C. López, and Richard F. Rodríguez. "Association of Home Language with School Involvement among Mexican-American Parents." Psychological Reports 81, no. 3_suppl (1997): 1375–78. http://dx.doi.org/10.2466/pr0.1997.81.3f.1375.

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Mexican-American parents of children attending a K-6 public elementary school in Texas were surveyed to examine the association of parental use of language at home with the extent of the parents' involvement with the school. A sample of 403 parents represented 317 who spoke only Spanish at home, 33 who spoke both Spanish and English, and 53 parents who primarily spoke English at home. Parents who spoke English at home volunteered at school significantly more often than parents who spoke Spanish at home, and more often than parents who spoke both Spanish and English at home. Conversely, parents

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Huang, Gary Gang. "Self-reported biliteracy and self-esteem: A study of Mexican American 8th graders." Applied Psycholinguistics 16, no. 3 (1995): 271–91. http://dx.doi.org/10.1017/s014271640000730x.

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ABSTRACTThe concept of proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) has.been used in research on linguistic and academic processes among Mexican American children, but rarely has it been used to examine noncognitive outcomes in this population. Biliteracy – a quality that strengthens cultural identity and facilitates adaptation to the mainstream society – hypothetically contributes to the growth of self-esteem among Mexican Americans. Biliteracy is arguably more relevant to the development of self-concept among Mexican American children

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20

ROMERO, ANDREA J., THOMAS N. ROBINSON, K. FARISH HAYDEL, FERNANDO MENDOZA, and JOEL D. KILLEN. "Associations Among Familism, Language Preference, and Education in Mexican-American Mothers and Their Children." Journal of Developmental & Behavioral Pediatrics 25, no. 1 (2004): 34–40. http://dx.doi.org/10.1097/00004703-200402000-00006.

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21

MAYBERRY, RACHEL I., and ROBERT KLUENDER. "Rethinking the critical period for language: New insights into an old question from American Sign Language." Bilingualism: Language and Cognition 21, no. 5 (2017): 886–905. http://dx.doi.org/10.1017/s1366728917000724.

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The hypothesis that children surpass adults in long-term second-language proficiency is accepted as evidence for a critical period for language. However, the scope and nature of a critical period for language has been the subject of considerable debate. The controversy centers on whether the age-related decline in ultimate second-language proficiency is evidence for a critical period or something else. Here we argue that age-onset effects for first vs. second language outcome are largely different. We show this by examining psycholinguistic studies of ultimate attainment in L2 vs. L1 learners,

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22

Caselli, Naomi K., and Jennie E. Pyers. "The Road to Language Learning Is Not Entirely Iconic: Iconicity, Neighborhood Density, and Frequency Facilitate Acquisition of Sign Language." Psychological Science 28, no. 7 (2017): 979–87. http://dx.doi.org/10.1177/0956797617700498.

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Iconic mappings between words and their meanings are far more prevalent than once estimated and seem to support children’s acquisition of new words, spoken or signed. We asked whether iconicity’s prevalence in sign language overshadows two other factors known to support the acquisition of spoken vocabulary: neighborhood density (the number of lexical items phonologically similar to the target) and lexical frequency. Using mixed-effects logistic regressions, we reanalyzed 58 parental reports of native-signing deaf children’s productive acquisition of 332 signs in American Sign Language (ASL; An

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23

Weimer, Amy A., and Philip G. Gasquoine. "Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children." Journal of Genetic Psychology 177, no. 2 (2016): 33–43. http://dx.doi.org/10.1080/00221325.2016.1138793.

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24

Pilkington, Cynthia L., Wayne C. Piersel, and Joseph G. Ponterotto. "Home language as a predictor of first-grade achievement for Anglo- and Mexican-American children." Contemporary Educational Psychology 13, no. 1 (1988): 1–14. http://dx.doi.org/10.1016/0361-476x(88)90001-x.

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25

Vélez-Ibáñez, Carlos G. "Language Hegemonies and their Discontents: History, Theory, Bilingualism, and Funds of Knowledge." Association of Mexican American Educators Journal 12, no. 2 (2018): 20. http://dx.doi.org/10.24974/amae.12.2.393.

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This article reviews hegemonic impositions of language and culture over the history of the Southwest North American Region, beginning with Spanish imperial attempts to erase the existing linguistic and cultural practices of Indigenous communities. It goes on to consider the educational processes by which English language and American culture were imposed on Mexican American children and communities following the American Mexican War. Along with hegemonic attempts to subdue and dominate populations, the article also explores the myriad ways subjugated populations have expressed their discontent

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26

Sorenson, Ann Marie. "Fertility Expectations and Ethnic Identity among Mexican-American Adolescents." Sociological Perspectives 28, no. 3 (1985): 339–60. http://dx.doi.org/10.2307/1389151.

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Survey data from Arizona secondary schools were used to test the applicability of structural and minority status hypotheses to the differential fertility expectations of Mexican-American and Anglo adolescents. Analyses of the number of children expected by these respondents and their implied parity progression ratios indicate that indices of acculturation are more important in explaining expected fertility than are measures of parental socioeconomic status or respondent's expected status. Among Mexican-American respondents, language spoken at home, nativity of the respondent and his or her fat

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RUTTER, BEN. "The acquisition of newly emerging sociophonetic variation: /str-/ in American English." Journal of Child Language 41, no. 5 (2013): 1166–78. http://dx.doi.org/10.1017/s0305000913000342.

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ABSTRACTEight children aged 4;1–8;1 and their primary caregivers participated in a study designed to evaluate their use of the onset cluster /str-/ in both read and conversational speech. The cluster is currently undergoing a reported sound change in many varieties of English, with the initial /s/ being retracted to [ʃ]. The study compared the initial fricative of the cluster in both the children and their mothers. Acoustic analysis was carried out in order to categorize tokens as either [s] or [ʃ] using spectral peak analysis. Results found that children as young as 5;1 were starting to exhib

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De La Garza, Jesus Valenzuela, and Marcello Medina. "Academic Achievement as Influenced by Bilingual Instruction for Spanish-Dominant Mexican American Children." Hispanic Journal of Behavioral Sciences 7, no. 3 (1985): 247–59. http://dx.doi.org/10.1177/07399863850073003.

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Shin, Sarah J., and Lesley Milroy. "Bilingual language acquisition by Korean schoolchildren in New York City." Bilingualism: Language and Cognition 2, no. 2 (1999): 147–67. http://dx.doi.org/10.1017/s1366728999000243.

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This paper examines the bilingual language development of young Korean–American children with respect to their acquisition of English grammatical morphemes and the different plural marking systems of Korean and English. We address two specific issues: (1) “do L1 and L2 learners acquire the grammatical features of a given language in the same sequence?” and (2) “do L2 learners of different L1 backgrounds learn the grammatical features of a given second language in the same sequence?” Comparison of our results with those of other morpheme acquisition studies suggests that L1 and L2 learners of E

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Lee, Jin Sook, Jane Y. Choi, and Laura Marqués-Pascual. "Análisis de las funciones comunicativas en el habla de niños inmigrantes bilingües de origen coreano y mexicano." Journal of New Approaches in Educational Research 5, no. 2 (2016): 66–73. http://dx.doi.org/10.7821/naer.2016.7.193.

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<p class="AbstractText">For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influen

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Prinz, Philip M., and Louise Masin. "Lending a helping hand: Linguistic input and sign language acquisition in deaf children." Applied Psycholinguistics 6, no. 4 (1985): 357–70. http://dx.doi.org/10.1017/s0142716400006305.

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ABSTRACTThis study examined the effects of adult “recasting” in sign language on the acquisition of specific syntactic-semantic structures by six deaf children between 9 and 76 months who were primarily at the one-sign utterance stage of development. In “recast” replies in conversation, the child's utterance is redisplayed in an altered sentence structure that still refers to the central meanings of the first sentence. Syntactic-semantic structures targeted for input intervention by teachers and parents using recasts included subject–verb relations, attribution, negation, subject–verb–object r

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WEIST, RICHARD M., PAULA LYYTINEN, JOLANTA WYSOCKA, and MARJA ATANASSOVA. "The interaction of language and thought in children's language acquisition: a crosslinguistic study." Journal of Child Language 24, no. 1 (1997): 81–121. http://dx.doi.org/10.1017/s0305000996003017.

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The purpose of this research was to investigate the potential interaction of conceptual representations and linguistic systems in the process of language acquisition. Language–thought interactions were studied in 80 American, 48 Finnish and 48 Polish preschool children. The research focused on the conceptual and linguistic development of space and time. The spatial and temporal conceptual tasks were designed to measure the transition from experiential to inferential knowledge of space/time representations. In the linguistic domain, comprehension and production tests were used to evaluate the c

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Moreno, Robert P. "Everyday Instruction: A Comparison of Mexican American and Anglo Mothers and Their Preschool Children." Hispanic Journal of Behavioral Sciences 19, no. 4 (1997): 527–39. http://dx.doi.org/10.1177/07399863970194010.

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Kelly, Donna J. "Language Acquisition Challenges for Preschoolers Residing in Low-SES Households: Implications for Speech-language Pathologists and Developmental Researchers." Perspectives on Language Learning and Education 17, no. 2 (2010): 41–48. http://dx.doi.org/10.1044/lle17.2.41.

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Young children who reside in low-socioeconomic households are at considerable risk for delays in their rate of language acquisition. Large numbers of these children, whose cultural and linguistic systems differ from mainstream culture and the versions of American English associated with prestige, evidence not just language variations when contrasted with their middle-SES peers, but lifelong disparities in their neurocognitive and language outcomes. Identification and assessment issues with this unique, underserved, population may be especially challenging for speech-language pathologists.

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Baker, Claire E. "Fathers’ and mothers’ language acculturation and parenting practices: Links to Mexican American children’s academic readiness." Journal of Early Childhood Research 16, no. 1 (2016): 52–64. http://dx.doi.org/10.1177/1476718x15614044.

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This study used a family-centered ecological lens to examine predictive relations among fathers’ and mothers’ language acculturation, parenting practices, and academic readiness in a large sample of Mexican American children in preschool ( N = 880). In line with prior early childhood research, parent language acculturation was operationalized as fathers’ and mothers’ English proficiency and primary language used in the home. Parenting was operationalized as fathers’ and mothers’ participation in home learning stimulation (e.g. shared book reading). Analyses showed that, after controlling for d

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Choi, Soonja, and Alison Gopnik. "Early acquisition of verbs in Korean: a cross-linguistic study." Journal of Child Language 22, no. 3 (1995): 497–529. http://dx.doi.org/10.1017/s0305000900009934.

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ABSTRACTThis cross-linguistic study investigates children's early lexical development in English and Korean, and compares caregivers' linguistic input in the two languages. In Study 1, the lexical development of nine Korean children was followed from 1;2 to 1;10 by monthly visits and maternal reports. These Korean data were compared to previously collected English longitudinal data. We find that: (1) Korean children as young as 1;3 use verbs productively with appropriate inflections. (2) Seven of the nine children show a verb spurt at around 1;7; for six of these children the verb spurt occurs

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Morales, Leo S., Peter Gutierrez, and Jose J. Escarce. "Demographic and Socioeconomic Factors Associated with Blood Lead Levels among Mexican-American Children and Adolescents in the United States." Public Health Reports 120, no. 4 (2005): 448–54. http://dx.doi.org/10.1177/003335490512000412.

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Objective. This study was designed to assess demographic and socioeconomic differences in blood lead levels (BLLs) among Mexican-American children and adolescents in the United States. Methods. We analyzed data from the Third National Health and Nutrition Examination Survey, 1988–1994, for 3,325 Mexican-American youth aged 1 to 17 years. The main study outcome measures included a continuous measure (μg/dL) of BLL and two dichotomous measures of BLL (⩾5 μg/dL and ⩾10 μg/dL). Results. The mean BLL among Mexican-American children in the United States was 3.45 μg/dL (95% confidence interval [CI] 3

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Gathercole, Virginia C. "The acquisition of the present perfect: explaining differences in the speech of Scottish and American children." Journal of Child Language 13, no. 3 (1986): 537–60. http://dx.doi.org/10.1017/s0305000900006875.

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ABSTRACTThis study assesses the role of frequency of input in the acquisition of the present perfect by Scottish and American children. Two questions were addressed: (1) Do adults speaking Scottish English use the present perfect more frequently in speech to children than those speaking American English? (2) If there is a difference in the frequency of input, how does this affect the course of development of this structure in the language of Scottish vs. American children? Cross-sectional data were collected from 12 Scottish and 12 American children aged 3; 0 to 6; 4 and from adults interactin

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Siedlecki, Theodore, and John D. Bonvillian. "Young children's acquisition of the handshape aspect of American Sign Language signs: Parental report findings." Applied Psycholinguistics 18, no. 1 (1997): 17–39. http://dx.doi.org/10.1017/s0142716400009851.

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ABSTRACTThe acquisition of the handshape aspect of American Sign Language signs was examined longitudinally in nine young children of deaf parents. In monthly home visit sessions, the parents demonstrated on videotape how their children formed the different signs in their lexicons. According to these parental reports, handshapes were produced accurately in 49.8% of the children's different signs. Accuracy of handshape production typically improved with the children's increasing age and vocabulary size. Four basic handshapes (/5, G, B, A/) predominated in the children's early sign productions.

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DE VILLIERS, JILL G., and VALERIE E. JOHNSON. "The information in third-person /s/: acquisition across dialects of American English." Journal of Child Language 34, no. 1 (2007): 133–58. http://dx.doi.org/10.1017/s0305000906007768.

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The production of third-person /s/ on English verbs seems to be ahead of comprehension. Mainstream American English (MAE) is contrasted with African American English (AAE), in which /s/ is rarely supplied. Two studies explored what information children get solely from /s/ on the end of a verb. Sixty-five MAE- and 65 AAE-speaking four- to seven-year-olds participated in one of two experimental picture-choice comprehension studies. Neither group of four-year-olds could use the /s/ to determine if the event was generic rather than past tense on a verb (e.g. cuts/cut), or whether it was a verb or

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Treviño, Roberto P., Arthur E. Hernandez, Zenong Yin, Oralia A. Garcia, and Irene Hernandez. "Effect of the Bienestar Health Program on Physical Fitness in Low-Income Mexican American Children." Hispanic Journal of Behavioral Sciences 27, no. 1 (2005): 120–32. http://dx.doi.org/10.1177/0739986304272359.

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Chen Pichler, Deborah, Julie A. Hochgesang, Diane Lillo-Martin, and Ronice Müller de Quadros. "Conventions for sign and speech transcription of child bimodal bilingual corpora in ELAN." Language, Interaction and Acquisition 1, no. 1 (2010): 11–40. http://dx.doi.org/10.1075/lia.1.1.03che.

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This article extends current methodologies for the linguistic analysis of sign language acquisition to cases of bimodal bilingual acquisition. Using ELAN, we are transcribing longitudinal spontaneous production data from hearing children of Deaf parents who are learning either American Sign Language (ASL) and American English (AE), or Brazilian Sign Language (Libras, also referred to as Língua de Sinais Brasileira/LSB in some texts) and Brazilian Portuguese (BP). Our goal is to construct corpora that can be mined for a wide range of investigations on various topics in acquisition. Thus, it is

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Oropeza Escobar, Dra Minerva. "Adquisición de las consonantes líquidas en el español de México." CPU-e, Revista de Investigación Educativa, no. 25 (April 23, 2018): 168–96. http://dx.doi.org/10.25009/cpue.v0i25.2526.

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El presente trabajo se centra en la adquisición de las líquidas en niños mexicanos de dos a seis años de edad cuya primera lengua es el español. En particular, se analiza el desarrollo segmental, identificando y discutiendo las diferencias individuales y sus respectivas motivaciones. Se observa que el reanálisis de los lindes morfológicos y el tratamiento analógico de secuencias fonológicas juegan un papel importante en la distribución de las líquidas en la representación fonológica del niño constituyen una fuente de diferencias a nivel de realización fonética entre niños y adultos. Asimismo,

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García, Georgia Earnest, and Heriberto Godina. "A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals." Journal of Literacy Research 49, no. 2 (2017): 273–301. http://dx.doi.org/10.1177/1086296x17703727.

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A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strateg

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CORRIGAN, ROBERTA. "The acquisition of word connotations: asking ‘What happened?’." Journal of Child Language 31, no. 2 (2004): 381–98. http://dx.doi.org/10.1017/s0305000903005981.

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Although words have both denotative and connotative meanings, there has been little research on the child's acquisition of connotations. In large segments of written texts, connotations can be studied by examining word co-occurrences (collocations). Using this technique, corpus linguists have found, for example, that ‘happen’ has a negative connotation; it most often collocates with negative words (e.g. ‘accidents’, ‘something dreadful’). The current research is a case study of the use of the lemma ‘happen’. Adult production of ‘happen/happens/happening/happened’ was examined in 151 American E

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RAMÍREZ, NAJA FERJAN, AMY M. LIEBERMAN, and RACHEL I. MAYBERRY. "The initial stages of first-language acquisition begun in adolescence: when late looks early." Journal of Child Language 40, no. 2 (2012): 391–414. http://dx.doi.org/10.1017/s0305000911000535.

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Children typically acquire their native language naturally and spontaneously at a very young age. The emergence of early grammar can be predicted from children's vocabulary size and composition (Bateset al., 1994; Bates, Bretherton & Snyder, 1998; Bates & Goodman, 1997). One central question in language research is understanding what causes the changes in early language acquisition. Some researchers argue that the qualitative and quantitative shifts in word learning simply reflect the changing character of the child's cognitive maturity (for example, Gentner, 1982), while others argue

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Makarova, Veronika, and Natalia Terekhova. "Russian-as-a-heritage-language vocabulary acquisition by bi-/multilingual children in Canada." Russian Language Studies 18, no. 4 (2020): 409–21. http://dx.doi.org/10.22363/2618-8163-2020-18-4-409-421.

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The significance of this paper is in its contribution to the innovative and rapidly developing research area of Russian as a heritage language (RHL) around the world. The purpose of the reported study is to explore Russian vocabulary development by bi-/multilingual children acquiring Russian as a heritage language in Canada. The materials come from vocabulary development and non-canonical lexical forms (NCF, earlier known as “errors”) in the speech of 29 bi-/multilingual children (between the ages of 5 and 6) from immigrant families in Saskatchewan, Canada (RHL group) as well as of 13 monoling

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LAW, FRANZO, TRISTAN MAHR, ALISSA SCHNEEBERG, and JAN EDWARDS. "Vocabulary size and auditory word recognition in preschool children." Applied Psycholinguistics 38, no. 1 (2016): 89–125. http://dx.doi.org/10.1017/s0142716416000126.

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ABSTRACTRecognizing familiar words quickly and accurately facilitates learning new words, as well as other aspects of language acquisition. This study used the visual world paradigm with semantic and phonological competitors to study lexical processing efficiency in 2- to 5-year-old children. Experiment 1 found this paradigm was sensitive to vocabulary-size differences. Experiment 2 included a more diverse group of children who were tested in their native dialect (either African American English or mainstream American English). No effect of stimulus dialect was observed. The results showed tha

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Montanari, Simona, Robert Mayr, and Kaveri Subrahmanyam. "Maternal Cultural Orientation and Speech Sound Production in Spanish/English Dual Language Preschoolers." Languages 6, no. 2 (2021): 78. http://dx.doi.org/10.3390/languages6020078.

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Empirical work has shown that maternal education is related to children’s language outcomes, especially in the societal language, among Spanish-English bilingual children growing up in the U.S. However, no study thus far has assessed the links between maternal cultural orientation and children’s speech sound production. This paper explores whether mothers’ orientation to American (acculturation) and Mexican culture (enculturation) and overall linear acculturation are related to children’s accuracy of production of consonants, of different sound classes, and of phonemes shared and unshared betw

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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.

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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and

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