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Second Language AcquisitionSecond Language Acquisition& Bilingualism& Bilingualism

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from Paul (3 ½ y.o.)from Paul (3 ½ y.o.)

"C'est quoi mon assiette est pour?" "C'est quoi mon assiette est pour?" "Mon assiette est pour quoi?" "Mon assiette est pour quoi?" "What is my plate for?" "What is my plate for?"

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Main QuestionsMain Questions

When learning a second language:When learning a second language: Do we “acquire” it like a language, or “learn” Do we “acquire” it like a language, or “learn”

it, like a skill?it, like a skill? Do the neural mechanisms that helped us Do the neural mechanisms that helped us

learn our first language still operate to help us learn our first language still operate to help us learn languages later in life? (e.g., Universal learn languages later in life? (e.g., Universal Grammar; Language Acquisition Device?)Grammar; Language Acquisition Device?)

How much does age matter? Are there other How much does age matter? Are there other factors?factors?

How much do we use our knowledge of our How much do we use our knowledge of our first language when we’re acquiring other first language when we’re acquiring other ones? (does this help or hurt?)ones? (does this help or hurt?)

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Main QuestionsMain Questions When learning a second language:When learning a second language:

What happens to our native language if we What happens to our native language if we stop using it? Does it disappear? Does it stop using it? Does it disappear? Does it leave a trace?leave a trace?

Can you ever “turn off” one language so it Can you ever “turn off” one language so it doesn’t interfere with another one?doesn’t interfere with another one?

Are first and second languages stored Are first and second languages stored differently in the brain? How about differently in the brain? How about subsequent languages?subsequent languages?

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BilingualismBilingualism

““The habitual, fluent, correct, The habitual, fluent, correct, and accent-free use of two and accent-free use of two languages” - Paradislanguages” - Paradis

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Bilingual Pros & ConsBilingual Pros & Cons

ProsPros Generally more successful in learning L3Generally more successful in learning L3 Better meta-linguistic skillsBetter meta-linguistic skills Social advantagesSocial advantages

ConsCons Initially lag behind in vocabulary (in single Initially lag behind in vocabulary (in single

language) language) Two languages compete in processing Two languages compete in processing Incomplete acquisition of languages in some Incomplete acquisition of languages in some

complicated areas of grammarcomplicated areas of grammar

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Terms for Types of Terms for Types of BilingualsBilinguals

Simultaneous (L1 and L2 learned at same Simultaneous (L1 and L2 learned at same time)time)

Early Sequential (L2 learned early in Early Sequential (L2 learned early in childhood)childhood)(largest group)(largest group)

Late Bilingual (L2 learned in adolescence or Late Bilingual (L2 learned in adolescence or later)later)

Heritage speakers (weaker family language)Heritage speakers (weaker family language)

Ambilinguals vs. SemilingualsAmbilinguals vs. Semilinguals

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Simultaneous BilingualsSimultaneous Bilinguals: : 22 monolinguals in 1? monolinguals in 1?

Same language acquisition path as Same language acquisition path as monolingualsmonolinguals

No increase in acquisition speed No increase in acquisition speed when languages are more similarwhen languages are more similar English/French & English/Chinese – same English/French & English/Chinese – same

speed!speed!

……usually, one language is weaker than usually, one language is weaker than the otherthe other

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Language DevelopmentLanguage Development

Vocabulary spurt – same time as Vocabulary spurt – same time as monolingualsmonolinguals

Slower in mass/count distinctionSlower in mass/count distinction Grammatical gender lags behind Grammatical gender lags behind

(Gathercole 2002b, English-speaking (Gathercole 2002b, English-speaking kids learning Spanish)kids learning Spanish)

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Simultaneous BilingualsSimultaneous Bilinguals: : 22 monolinguals in 1? monolinguals in 1?

Fusion HypothesisFusion Hypothesis

unitary system for two languages unitary system for two languages Separate Development HypothesisSeparate Development Hypothesis

languages develop autonomouslylanguages develop autonomously

……usually, one language is weaker than usually, one language is weaker than the otherthe other

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Sequential BilingualsSequential Bilinguals: :

Addition or Subtraction?Addition or Subtraction?potential to lose ability in first language potential to lose ability in first language (attrition)(attrition)

Factors involvedFactors involved personality, cognitive attributes, personality, cognitive attributes,

proficiency in L1 (*developing L1 actually proficiency in L1 (*developing L1 actually develops L2)develops L2)

25% input, minimum (Spanish-English 25% input, minimum (Spanish-English bilinguals in Florida) – “Balanced” bilinguals in Florida) – “Balanced” bilingualsbilinguals

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Separating LanguagesSeparating Languages

1 person, 1 language1 person, 1 language Many kids can successfully differentiate Many kids can successfully differentiate

languages by age 2! languages by age 2! ““test” words in both languagestest” words in both languages

Parents “mix”Parents “mix” Kids more likely to mix languagesKids more likely to mix languages

in phonology, syntax, lexiconin phonology, syntax, lexicon lexical mixing most frequent lexical mixing most frequent

Mixing almost gone by 3;3Mixing almost gone by 3;3

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Bilingual Lexicon: 1 or Bilingual Lexicon: 1 or 2?2?

Separate–store model:Separate–store model: 1 lexicon for each language1 lexicon for each language evidence: repetition primingevidence: repetition priming

Common-store modelCommon-store model 1 lexicon & semantic 1 lexicon & semantic

memory systemmemory system evidence: evidence:

semantic priming between semantic priming between languageslanguages

competition between words competition between words from different languagesfrom different languages

turtletortue

tortueturtle

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Competition between Competition between languageslanguages

Words in different languages interfere Words in different languages interfere with & facilitate each otherwith & facilitate each other

Catalan-Spanish bilinguals Catalan-Spanish bilinguals (Costa, Miozzo, & (Costa, Miozzo, & Caramazza, 1999)Caramazza, 1999)

Task: Name pictures in CatalanTask: Name pictures in Catalan Name of picture printed on top of picture Name of picture printed on top of picture

in Spanish or Catalanin Spanish or Catalan If the word is printed in Spanish: facilitation or If the word is printed in Spanish: facilitation or

interference?interference?

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Competition between Competition between languageslanguages

Words in different languages interfere Words in different languages interfere with & facilitate each otherwith & facilitate each other

Catalan-Spanish bilinguals Catalan-Spanish bilinguals (Costa, Miozzo, & (Costa, Miozzo, & Caramazza, 1999)Caramazza, 1999)

Task: Name pictures in CatalanTask: Name pictures in Catalan Name of picture printed on top of picture Name of picture printed on top of picture

in Spanish or Catalanin Spanish or Catalan If the word is printed in Spanish: facilitation or If the word is printed in Spanish: facilitation or

interference?interference? FACILITATION!FACILITATION! (Spanish words sped up Catalan (Spanish words sped up Catalan

naming!)naming!)

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Repetition BlindnessRepetition Blindness

People are very poor at recalling People are very poor at recalling repeated words when they are repeated words when they are presented rapidlypresented rapidly ““She ate salad and She ate salad and fishfish even though the even though the

fishfish was raw” was raw” Poor recall of 2Poor recall of 2ndnd “fish” “fish” Caused by visual and phonological Caused by visual and phonological

similaritysimilarity ““won” and “one” – Repetition Blindnesswon” and “one” – Repetition Blindness ““autumn” and “fall” – Noneautumn” and “fall” – None

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Repetition BlindnessRepetition Blindness

People are very poor at recalling repeated People are very poor at recalling repeated words when they are presented rapidlywords when they are presented rapidly

Spanish-English bilinguals Spanish-English bilinguals (Altarriba & (Altarriba & Soltano)Soltano) ““I thought we had killed the I thought we had killed the antsants but there but there

were were antsants in the kitchen” in the kitchen” ““I thought we had killed the I thought we had killed the antsants pero habian pero habian hormigashormigas en la cocina.” en la cocina.”

No Repetition Blindness effect when switch No Repetition Blindness effect when switch languages.languages.

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L1 vs. L2 acquisition L1 vs. L2 acquisition differencesdifferences (Field)(Field)

L2 acquisitionL2 acquisition Less time for learningLess time for learning Already cognitively developedAlready cognitively developed Responds to input analyticallyResponds to input analytically Already has a 1Already has a 1stst language language Has access to language of “explanation” – Has access to language of “explanation” –

can theoretically understand differencescan theoretically understand differences Is accustomed to expressing personality in Is accustomed to expressing personality in

L1 (L2 can feel limiting)L1 (L2 can feel limiting) Has world knowledge and social Has world knowledge and social

understanding in L1understanding in L1

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Language TransferLanguage Transfer

Why is it easier to acquire Why is it easier to acquire languages that are similar to each languages that are similar to each other?other?

Knowledge of L1 grammar is used Knowledge of L1 grammar is used in L2 acquisition (in L2 acquisition (L1-TransferL1-Transfer)) Positive TransferPositive Transfer (Facilitation) (Facilitation)

L1 & L2 are the sameL1 & L2 are the same Negative TransferNegative Transfer (Interference) (Interference)

L1 & L2 are differentL1 & L2 are different

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Examples of TransferExamples of Transfer

7 y.o., French immersion school in 7 y.o., French immersion school in TorontoToronto structural errors in French attributable structural errors in French attributable

to Englishto English PhonologyPhonology

VOT boundaries, gradual shift from VOT boundaries, gradual shift from Spanish to EnglishSpanish to English

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Why does L2 fossilize?Why does L2 fossilize?

- Less access to UG?- Less access to UG?

UG access Hypotheses in L2 UG access Hypotheses in L2 acquisitionacquisition

Full TransferFull Transfer No Access No Access Full Transfer Full Access Full Transfer Full Access No Transfer No Transfer Full Access Full Access Partial Transfer Partial Transfer Full AccessFull Access Partial Transfer Partial AccessPartial Transfer Partial Access

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Non-Pathological L1 Attrition in Non-Pathological L1 Attrition in BilingualsBilinguals

Fluent L2 speakers living in L2- speaking Fluent L2 speakers living in L2- speaking countries show erosion of their L1 countries show erosion of their L1

Examples of L1 attritionExamples of L1 attrition - Part of L1 lexicon is lost or hard to retrieve- Phonology: English VOT for English (L1) speakers

influenced by Spanish (L2): English /b/, /p/, using Spanish VOT

- Morpho-syntax: Languages with rich inflections (i.e. subjunctive in Spanish/French)

- Syntax (Grammar): Italian L1 speakers’ pronoun-subject drop influenced by English (L2) pronoun usage

- Turkish L1 speakers’ usage of ‘Turkish pronoun’ influenced by English (L2)

- Korean L1 speakers usage of ‘Korean reflexives (~self)’ influenced by English (L2)