The acquisition of spanish and english as two first languages through the analysis of natural interpreting in bilingual children

  1. Raquel Fernández Fuertes 1
  2. Esther Álvarez de la Fuente 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Revue:
Revista española de lingüística aplicada

ISSN: 0213-2028

Année de publication: 2017

Volumen: 30

Número: 1

Pages: 141-164

Type: Article

DOI: 10.1075/RESLA.30.1.06FER DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Revista española de lingüística aplicada

Objectifs de Développement Durable

Projets liés

LA TEORÍA LINGÜÍSTICA Y EL ANÁLISIS DE LOS SISTEMAS BILINGÜES: ESTUDIO LONGITUDINAL DE LA ADQUISICIÓN SIMULTÁNEA DEL INGLÉS Y DEL ESPAÑOL

2002/00174/001

Résumé

Research on the acquisition of two first languages from birth (2L1A) has focused, among other issues, on how the grammars of the two languages being acquired interact (e.g. Bhatia & Ritchie, 2012; De Houwer, 2009; Deuchar & Quay, 2000; Döpke, 2000; Köppe & Meisel, 1995). A case in point is natural interpreting which evidences how bilingual children exposed to two languages from birth deal with the grammatical properties of the two languages and how this leads them to potentially convey the same message in either (or both) of these languages. More specifically, as part of the simultaneous processing of their two L1s, 2L1 bilingual children have been reported to often translate between their two L1s (Álvarez de la Fuente & Fernández Fuertes, 2012, 2015; Cossato, 2008; Harris, 1980a, 1980b; Harris & Sherwood, 1978), a phenomenon that has been called natural interpreting (Harris, 1977, 2003). In this respect, natural interpreting can be included with other language contact phenomena, such as interlinguistic influence or code-switching, as a typical defining property of 2L1A. Therefore, in this study we aim to offer an analysis of the way in which Spanish-English bilingual children use natural interpreting in their 2L1A process by focusing on the Spanish-English bilingual corpora freely available through the CHILDES project (MacWhinney, 2000).

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