Incomplete acquisition as a feature of bilingual and L2 grammars

Montrul, Silvina

doi:10.1075/z.133.18mon

In:Inquiries in Linguistic Development: In honor of Lydia White
Edited by Roumyana Slabakova, Silvina Montrul and Philippe Prévost
[Not in series 133] 2006
► pp. 335–359

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Incomplete acquisition as a feature of bilingual and L2 grammars

Silvina Montrul

Published online: 5 April 2006

https://doi.org/10.1075/z.133.18mon

Cited by (19)

Cited by 19 other publications

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Contemori, Carla & Vianney Zuniga

2025. The effects of inter-sentential code-switching on referential choice in Spanish-English bilinguals: an elicited production study. Language, Cognition and Neuroscience 40:7 ► pp. 971 ff.

Contemori, Carla, Naoko Tsuboi & Alma L. Armendariz Galaviz

2024. Referential choice in two languages: The role of language dominance. International Journal of Bilingualism 28:3 ► pp. 494 ff.

Prela, Leonarda, Ewa Dąbrowska & Miquel Llompart

2024. Beyond age: exploring ultimate attainment in heritage speakers and late L2 learners. Frontiers in Psychology 15

García-Tejada, Aída, Alejandro Cuza & Eduardo Gerardo Lustres Alonso

2023. The production and comprehension of Spanish se use in L2 and heritage Spanish. Second Language Research 39:2 ► pp. 301 ff.

Contemori, Carla & Iva Ivanova

2021. Bilingual referential choice in cognitively demanding situations. Bilingualism: Language and Cognition 24:1 ► pp. 83 ff.

Diebowski, Jessica

2020. Language contact. In Lost in transmission [Studies in Bilingualism, 59], ► pp. 125 ff.

Cuza, Alejandro & Julio César López Otero

2016. The acquisition of the semantic values of the Spanish present tense in L2 and heritage Spanish. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:2 ► pp. 462 ff.

Hasegawa, Hiroshi

2014. Towards the Establishment of a WACE Examination in Japanese as a Heritage Language: Critical Perspectives. In Critical Perspectives on Language Education [Multilingual Education, 11], ► pp. 141 ff.

KUPISCH, TANJA, TATJANA LEIN, DAGMAR BARTON, DAWN JUDITH SCHRÖDER, ILSE STANGEN & ANTJE STOEHR

2014. Acquisition outcomes across domains in adult simultaneous bilinguals with French as weaker and stronger language. Journal of French Language Studies 24:3 ► pp. 347 ff.

Leal, Tania, Jason Rothman & Roumyana Slabakova

2014. A Rare Structure at the Syntax-Discourse Interface: Heritage and Spanish-Dominant Native Speakers Weigh In. Language Acquisition 21:4 ► pp. 411 ff.

Han, ZhaoHong

2013. Forty years later: Updating the Fossilization Hypothesis. Language Teaching 46:2 ► pp. 133 ff.

Han, ZhaoHong

2014. Chapter 3. From Julie to Wes to Alberto. In Interlanguage [Language Learning & Language Teaching, 39], ► pp. 47 ff.

Carreira, Maria & Olga Kagan

2011. The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals 44:1 ► pp. 40 ff.

Keating, Gregory D., Bill VanPatten & Jill Jegerski

2011. WHO WAS WALKING ON THE BEACH?. Studies in Second Language Acquisition 33:2 ► pp. 193 ff.

Montrul, Silvina

2009. REEXAMINING THE FUNDAMENTAL DIFFERENCE HYPOTHESIS. Studies in Second Language Acquisition 31:2 ► pp. 225 ff.

MONTRUL, SILVINA

2010. How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order. Applied Psycholinguistics 31:1 ► pp. 167 ff.

Lynch, Andrew

2008. The Linguistic Similarities of Spanish Heritage and Second Language Learners. Foreign Language Annals 41:2 ► pp. 252 ff.

Montrul, Silvina, Rebecca Foote & Silvia Perpiñán

2008. Gender Agreement in Adult Second Language Learners and Spanish Heritage Speakers: The Effects of Age and Context of Acquisition. Language Learning 58:3 ► pp. 503 ff.

Montrul, Silvina & Kim Potowski

2007. Command of gender agreement in school-age Spanish-English Bilingual Children. International Journal of Bilingualism 11:3 ► pp. 301 ff.

This list is based on CrossRef data as of 24 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.