Deconstructing Heritage Language Dominance: Effects of Proficiency, Use, and Input on Heritage Speakers’ Production of the Spanish Alveolar Tap

Phonetica ◽  
2019 ◽  
Vol 77 (1) ◽  
pp. 55-80 ◽  
Author(s):  
Ji Young Kim ◽  
Gemma Repiso Puigdelliura
Keyword(s):  
Heritage Language ◽  
Heritage Speakers ◽  
Language Dominance

scholarly journals French as a Heritage Language in Germany

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 122
Author(s):  
Johanna Stahnke ◽  
Laia Arnaus Gil ◽  
Natascha Müller
Keyword(s):  
Language Acquisition ◽  
Heritage Language ◽  
Language Shift ◽  
Heritage Speakers ◽  
Language Dominance ◽  
Current State ◽  
State Of Research ◽  
Practical Implications ◽  
Incomplete Acquisition

Research on child heritage speakers (HSs) has shown successful language acquisition, comparable to monolinguals, whereas research on adult HSs often claims incomplete acquisition. This seems to be an evident contradiction in the current state of research, which may be explained by a possible language shift during adolescence or adulthood, but which does not necessarily have to be equated with a lack of competence. In an overview of the existing studies on child and adult HSs of French in Germany, we show that HSs are not incomplete acquirers of French and we suggest theoretical and practical implications following these findings. Our aim is to show, first, that HSs of French in Germany are not unanimously disadvantaged compared with French speakers in countries where French is a majority language, and second, that complete acquisition is independent of language dominance, a notion that has received particular attention in studies on multilingual and HL acquisition.

scholarly journals VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

2021 ◽  
pp. 1-25
Author(s):  
Miriam Geiss ◽  
Sonja Gumbsheimer ◽  
Anika Lloyd-Smith ◽  
Svenja Schmid ◽  
Tanja Kupisch
Keyword(s):  
Heritage Language ◽  
Voice Onset Time ◽  
Onset Time ◽  
English Speakers ◽  
Control Group ◽  
Heritage Speakers ◽  
Third Language ◽  
Bilingual Advantage ◽  
L3 Acquisition ◽  
Crosslinguistic Influence

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

Sentence comprehension in heritage language: Isomorphism, word order, and language transfer

2021 ◽  
pp. 026765832199790
Author(s):  
Anna Chrabaszcz ◽  
Elena Onischik ◽  
Olga Dragoy
Keyword(s):  
Sentence Processing ◽  
Word Order ◽  
Heritage Language ◽  
Sentence Comprehension ◽  
Language Transfer ◽  
Processing Strategy ◽  
Heritage Speakers ◽  
Dominant Language ◽  
Sequence Of Events ◽  
Linguistic Transfer

This study examines the role of cross-linguistic transfer versus general processing strategy in two groups of heritage speakers ( n = 28 per group) with the same heritage language – Russian – and typologically different dominant languages: English and Estonian. A group of homeland Russian speakers ( n = 36) is tested to provide baseline comparison. Within the framework of the Competition model (MacWhinney, 2012), cross-linguistic transfer is defined as reliance on the processing cue prevalent in the heritage speaker’s dominant language (e.g. word order in English) for comprehension of heritage language. In accordance with the Isomorphic Mapping Hypothesis (O’Grady and Lee, 2005), the general processing strategy is defined in terms of isomorphism as a linear alignment between the order of the sentence constituents and the temporal sequence of events. Participants were asked to match pictures on the computer screen with auditorily presented sentences. Sentences included locative or instrumental constructions, in which two cues – word order (basic vs. inverted) and isomorphism mapping (isomorphic vs. nonisomorphic) – were fully crossed. The results revealed that (1) Russian native speakers are sensitive to isomorphism in sentence processing; (2) English-dominant heritage speakers experience dominant language transfer, as evidenced by their reliance primarily on the word order cue; (3) Estonian-dominant heritage speakers do not show significant effects of isomorphism or word order but experience significant processing costs in all conditions.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

Sequential bilingual heritage children's L1 attrition in lexical retrieval: Age of acquisition versus language experience

2022 ◽  
pp. 1-11
Author(s):  
Kitaek Kim ◽  
Hyunwoo Kim
Keyword(s):  
Second Language Acquisition ◽  
Heritage Language ◽  
First Language ◽  
Age Of Acquisition ◽  
Naming Task ◽  
Lexical Retrieval ◽  
Language Attrition ◽  
Language Experience ◽  
Length Of Residence ◽  
Heritage Speakers

Abstract This study investigated the unresolved issue of potential sources of heritage language attrition. To test contributing effects of three learner variables – age of second language acquisition, length of residence, and language input – on heritage children's lexical retrieval accuracy and speed, we conducted a real-time word naming task with 68 children (age 11–14 years) living in South Korea who spoke either Chinese or Russian as a heritage language. Results of regression analyses showed that the participants were less accurate and slower in naming target words in their heritage language as their length of residence in Korea and the amount of Korean input increased. The age of Korean acquisition did not significantly influence their performance. These findings support the claim that heritage speakers’ language experience is a more reliable predictor of first language attrition than age of acquisition. We discuss these findings in light of different approaches to explaining language attrition.

Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

2011 ◽  
Vol 8 (1) ◽  
pp. 90-133 ◽  
Author(s):  
Silvina Montrul ◽  
Silvia Perpiñán
Keyword(s):  
Heritage Language ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Heritage Speakers ◽  
Tense And Aspect ◽  
Classic Problem ◽  
L2 Learners ◽  
Advanced Proficiency ◽  
L1 Acquisition

The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.

scholarly journals Factors Affecting Language Proficiency in Heritage Language: The Case of Young Russian Heritage Speakers in Spain

2021 ◽  
Vol 14 (2) ◽  
pp. 303-329
Author(s):  
Tamara Vorobyeva ◽  
Aurora Bel
Keyword(s):  
Language Proficiency ◽  
Significant Relationship ◽  
Heritage Language ◽  
Language Use ◽  
Age Of Onset ◽  
The Other ◽  
Significant Variable ◽  
Heritage Speakers ◽  
Factors Affecting ◽  
Family Language

Abstract This study focuses on the issue of language proficiency attainment among young heritage speakers of Russian living in Spain and examines factors that have been claimed to promote heritage language proficiency, namely, age, gender, age of onset to L2, quantity of exposure and family language use. A group of 30 Russian-Spanish-Catalan trilingual children aged 7–11 participated in the study. In order to measure heritage language proficiency (L1 Russian), oral narratives were elicited. The results demonstrated a significant relationship between L1 proficiency and three sociolinguistic variables (age of onset to L2, quantity of exposure and family language use). Additionally, the multiply regression model demonstrated that the only significant variable affecting language proficiency was family language use and it accounted only for 33% of the variation of children’s language proficiency. The study raises the question about what are the other, yet unknown factors, which can affect heritage language proficiency.

scholarly journals The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago

2021 ◽  
pp. 80-97
Author(s):  
Zoe Gavriilidou ◽  
Lydia Mitits
Keyword(s):  
Culturally Responsive ◽  
Heritage Language ◽  
Online Survey ◽  
Educational Needs ◽  
Academic Needs ◽  
Heritage Speakers ◽  
Culturally Responsive Education ◽  
Greek Culture ◽  
Heritage Language Speakers ◽  
Language Corpus

The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

ON COMPLEXITY AND DIVERGENCE IN HERITAGE LANGUAGE GRAMMARS

2021 ◽  
pp. 1-25
Author(s):  
Silvia Perez-Cortes
Keyword(s):  
Heritage Language ◽  
Previous Literature ◽  
Heritage Speakers ◽  
Mood Selection ◽  
High Degree

Abstract For more than a decade, research on heritage speakers’ (HSs’) mood selection has documented a high degree of variability in their interpretation and use of mood morphology in variable contexts. Most of the previous literature, however, has focused on late-acquired alternations, and often limited analyses to one form (i.e., subjunctive), making it difficult to draw conclusions about HSs’ knowledge of mood distinctions. This study intends to fill this gap by examining Spanish HSs’ (n = 76) and Spanish-dominant controls’ (n = 25) interpretation and use of an early acquired mood alternation, where the presence of indicative or subjunctive conveys the report of an assertion or a command. Results from two experimental tasks reveal that, even though HSs’ performance tends to differ from that of controls’—especially at lower levels of proficiency—the nature and extent of their divergences suggests the need to embrace a more nuanced analysis of HSs’ linguistic outcomes when examining modal contrasts.

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