Action Naming in Spanish and English by Sequential Bilingual Children and Adolescents

Gisela Jia · Kathryn J. Kohnert · Julissa Collado · Francia Aquino-Garcia

78 citations0/0 files storedJournal of Speech Language and Hearing Research

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Language Development and Disorders Hearing Impairment and Communication Neurobiology of Language and Bilingualism

Abstract

PURPOSE: Verb processing in early sequential Spanish-English bilinguals was investigated. Primary study goals were to identify potential patterns of development in relative levels of verb processing efficiency in a 1st (L1) and 2nd (L2) language and to investigate factors influencing cognitive control of the dual-language system in developing bilinguals. METHOD: Four age groups of early sequential Spanish-English bilinguals (5-7 years, 8-10 years, 11-13 years, and 14-16 years of age) named action pictures in single-language (Spanish or English) and mixed-language (alternating Spanish and English) conditions. Dependent variables were accuracy and response time (RT). RESULTS: Action-naming proficiency improved in both L1 and L2 with age, with a shift from L1 to L2 dominance in accuracy. In comparison with the single-language condition, the mixed-language condition engendered slower RT for all age groups and lower accuracy for the 3 younger age groups. The oldest age group did not show accuracy difference between the conditions. CONCLUSIONS: These general patterns of verb processing across age, language, and processing conditions replicated and enriched previous findings of noun processing in similar populations (K. J. Kohnert, E. Bates, & A. E. Hernandez, 1999). However, verb processing was considerably slower and less accurate than noun processing. Theoretical and applied implications of these findings are discussed.

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1988Foundations of Cognitive Grammar 2003Constructing a language: a usage-based theory of language acquisition 2001Bilingualism in Development 1989The Crosslinguistic Study of Sentence Processing.1982Why Nouns are Learned Before Verbs : Linguistic Relativity versus Natural Partitioning 1995Factors affecting strength of perceived foreign accent in a second language 2001Individuation, relativity, and early word learning 1996Nonword Repetition as a Behavioural Marker for Inherited Language Impairment: Evidence From a Twin Study

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