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Article published In: Linguistic Approaches to Bilingualism
Vol. 9:3 (2019) ► pp.427–467

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Strong Integration in bilingual grammar, formalized

Making the case from cross-linguistic influence in wh-questions

ORCiD logo with link | Johns Hopkins University | University of Alabama
 | Johns Hopkins University
Published online: 13 November 2018
DOI logo with link
https://doi.org/10.1075/lab.17040.hsi
Abstract
We present elicited production data reflecting cross-linguistic interference effects in the English wh-questions of Spanish-English bilingual children to provide a proof-of-concept for a proposed new formal analysis of such effects across cross-linguistic influence phenomena. The observed interference effects are interpreted as evidence for the Strong Integration hypothesis of bilingual grammatical architecture, in the context of independently documented facilitation and interference effects in a range of bilingual acquisition contexts. Building on an existing Optimality-Theoretic (OT) model of monolingual acquisition and a specific account of the adult grammar of wh-structures across dialects of Spanish, we propose that the individual patterns documented, in particular the sensitivity in child English to distinctions made in Spanish dialects on the basis of an argument/adjunct contrast, find a straightforward explanation in the OT model of acquisition as adapted to bilingual situations. The generalizability of the model as well as effects of exposure and dominance are discussed.
Article outline
  • 1.Introduction: The organization of bilingual grammar
  • 2.Integrated bilingual development, gradual grammatical growth
  • 3.The acquisition of wh-questions by monolingual and bilingual children
  • 4.Elicited production data of bilinguals’ English wh-questions
    • 4.1Method
      • 4.1.1Participants
      • 4.1.2Materials
      • 4.1.3Procedure
      • 4.1.4Coding
    • 4.2Quantitative analysis
      • 4.2.1Descriptive analyses
      • 4.2.2Responses by age and proficiency level
      • 4.2.3Responses by argument vs. adjunct distinction
      • 4.2.4Responses by Spanish dialect of exposure
      • 4.2.5Comparison with monolingual elicitation responses
      • 4.2.6Summary of results
  • 5.A formal account of Strong Integration
  • 6.General discussion and conclusion
  • Acknowledgments
  • Notes
  • References
References (109)
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