Growing up in a socially bilingual environmentsimultaneous acquisition of a typologically close language

  1. Serrat, Elisabet 1
  2. Amadó, Anna 1
  3. Bonet, Aina 2
  4. Feijóo, Sara 3
  5. Aguilar-Mediavilla, Eva 4
  1. 1 Universitat de Girona
    info

    Universitat de Girona

    Girona, España

    ROR https://ror.org/01xdxns91

  2. 2 Universitat Pompeu Fabra
    info

    Universitat Pompeu Fabra

    Barcelona, España

    ROR https://ror.org/04n0g0b29

  3. 3 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  4. 4 Universitat de les Illes Balears
    info

    Universitat de les Illes Balears

    Palma, España

    ROR https://ror.org/03e10x626

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Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2021

Título del ejemplar: Child language and development contexts / Lenguaje infantil y contextos de desarrollo

Volumen: 44

Número: 2

Páginas: 336-369

Tipo: Artículo

DOI: 10.1080/02103702.2021.1888490 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

Estudios previos señalan que los contextos de desarrollo influyen en el desarrollo del lenguaje. Entre ellos está el contexto bilingüe en el que se centra el presente artículo, que analiza la influencia en la adquisición de una lengua, el catalán, de la adquisición simultánea de otra lengua, el español, en función del grado de exposición. Los progenitores de 801 niños contestaron a la adaptación catalana del cuestionario MacArthur–Bates CDI-II. Esta muestra se dividió en tres grupos de edad y tres grupos de contexto lingüístico (monolingüe-catalán, bilingüe medio y bilingüe familiar), analizando la adquisición del vocabulario, de la morfología y de la complejidad gramatical. Los resultados no muestran diferencias substanciales en función del contexto lingüístico. Sin embargo, en los niños de 26-30 meses se observa un nivel de vocabulario mayor en el grupo bilingüe con exposición media en comparación con los otros grupos. Estos resultados se discuten en relación con el contexto sociolingüístico, la diversidad de interlocutores, la distancia tipológica entre las lenguas de aprendizaje y el curso evolutivo de la adquisición del lenguaje.

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Fuente de los datos: Dialnet