TY - JOUR
T1 - Vulnerability of clitics and articles to bilingual effects in typically developing Spanish-English bilingual children
AU - Castilla-Earls, Anny
AU - Pérez-Leroux, Ana Teresa
AU - Martinez-Nieto, Lourdes
AU - Restrepo, Maria Adelaida
AU - Barr, Christopher
N1 - Funding Information:
Acknowledgements. Research reported in this publication was supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under Award Number R15DC013670 granted to Anny Castilla-Earls. This research was also supported by IES NCSER award number R324A080024 granted to Maria Adelaida Restrepo, Shelley Gray, and Joanna Gorin. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health
Publisher Copyright:
Copyright © 2019 Cambridge University Press.
PY - 2020/8/1
Y1 - 2020/8/1
N2 - This study examines bilingual effects in Spanish-English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n = 30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n = 36; High English proficiency group, HEP; n = 36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.
AB - This study examines bilingual effects in Spanish-English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n = 30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n = 36; High English proficiency group, HEP; n = 36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.
KW - Spanish
KW - articles
KW - clitic pronouns
UR - http://www.scopus.com/inward/record.url?scp=85089396302&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85089396302&partnerID=8YFLogxK
U2 - 10.1017/S1366728919000610
DO - 10.1017/S1366728919000610
M3 - Article
AN - SCOPUS:85089396302
SN - 1366-7289
VL - 23
SP - 825
EP - 835
JO - Bilingualism
JF - Bilingualism
IS - 4
ER -