The early phonological development of a Farsi-English bilingual child

Mohammad Hossein Keshavarz, David Ingram

    Research output: Contribution to journalArticle

    49 Citations (Scopus)

    Abstract

    This article addresses the issue of whether bilingual children begin phonological acquisition with one phonological system or two. Five hypotheses are suggested for the possible structure of the bilingual child's phonological system. Analyses of data from a longitudinal study of a Farsi-English bilingual infant, Arsham, supported the hypothesis that the child had acquired two separate phonologies with mutual influence; that is, he made occasional use of phonological features of Farsi in English words and vice-versa. It is suggested that this was due to the pattern of exposure to the two languages, and that other children may show a different pattern, depending on their exposure to the two languages and the role of language dominance.

    Original languageEnglish (US)
    Pages (from-to)255-269
    Number of pages15
    JournalInternational Journal of Bilingualism
    Volume6
    Issue number3
    DOIs
    StatePublished - 2002

    Fingerprint

    language
    phonology
    longitudinal study
    infant
    Language
    Phonological Development
    Bilingual children
    Farsi
    Phonological Features
    Phonology
    English Words
    Language Dominance
    Longitudinal Study
    Phonological Acquisition

    Keywords

    • Farsi and English
    • infant bilingualism
    • phonological acquisition

    ASJC Scopus subject areas

    • Language and Linguistics
    • Education
    • Linguistics and Language

    Cite this

    The early phonological development of a Farsi-English bilingual child. / Hossein Keshavarz, Mohammad; Ingram, David.

    In: International Journal of Bilingualism, Vol. 6, No. 3, 2002, p. 255-269.

    Research output: Contribution to journalArticle

    Hossein Keshavarz, Mohammad ; Ingram, David. / The early phonological development of a Farsi-English bilingual child. In: International Journal of Bilingualism. 2002 ; Vol. 6, No. 3. pp. 255-269.
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