Date

5-1-2020

Description

Whether or not there is cross-linguistic interference with respect to gender-association in the bilingual acquisition of Spanish and English. I present data to support the existence of this type of cross-linguistic interference. This study gathered data from 10 children, four English monolinguals, four English-Spanish bilinguals, and two Spanish monolinguals. The children were all close in age ranging from 3;04 to 4;07. The study consisted of two separate tasks: name-to-picture matching and naming. Every child was asked to complete each task twice. Both tasks uncovered patters from all three groups that showing a preference toward using grammatical gender as a basis to assign sociocultural gender to in animate objects. The English monolingual children showed a higher variability

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May 1st, 12:00 AM

Perceived Object-Gender in the Bilingual Acquisition of Spanish and English

Whether or not there is cross-linguistic interference with respect to gender-association in the bilingual acquisition of Spanish and English. I present data to support the existence of this type of cross-linguistic interference. This study gathered data from 10 children, four English monolinguals, four English-Spanish bilinguals, and two Spanish monolinguals. The children were all close in age ranging from 3;04 to 4;07. The study consisted of two separate tasks: name-to-picture matching and naming. Every child was asked to complete each task twice. Both tasks uncovered patters from all three groups that showing a preference toward using grammatical gender as a basis to assign sociocultural gender to in animate objects. The English monolingual children showed a higher variability