Generation of and Retraction from Cross-Linguistically Motivated Structures in Bilingual First Language Acquisition.

By Susanne Döpke. 2000

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/000bfa5695fcd8ce513ec4784c496f6e7f15f515

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Citations in the corpus

Exposure and input in bilingual development (2017, background): “Certainly, a processing account of weaker language behaviours fits well with the idea that different representations compete as the child plans an utterance (MacWhinney, 1987; Costa, Miozza & Caramazza, 1999; Costa, Colomé, Gómez & Sebastián-Gallés, 2013; Döpke, 2000; inter alia).”
Language-experience facilitates discrimination of /d-th/ in monolingual and bilingual acquisition of English. (2006, background): “Support for differentiated representation with interdependent development comes from investigations of acquisition of syntax (Döpke, 2000; Hulk & Müller, 2000; Hulk & Van der Liden, 1998; Müller, 1998).”
Bilingual first-language development: Dominant language takeover, threatened minority language take-up* (2009, background): “…are studies indicating that it is common for bilingual speakers to be dominant in one language (Schlyter, 1993, 2001), and suggesting that the language which is dominant in an individual may even vary with time over the developmental trajectory of the two languages (Lanza, 1997; Döpke, 2000).”
What Defines Language Dominance in Bilinguals? (2019, background): “In her analysis of German-English bilingual children, Döpke (2000) notes that there is no evidence that the weaker language is being acquired as a second language.”
Bilingual first language acquisition: exploring the limits of the language faculty (2001, unknown): “Döpke (2000) reports that Australian children learning English and German simultaneously overgeneralized the -VO word order of English to German which instantiates both -VO and - OV word orders depending on the clausal structure of the utterance.”
Individual Differences in the Lexical Development of French–English Bilingual Children (2008, background): “Paradis and Genesee (1996), for example, found that the French English bilinguals they studied (aged between two and three years old) displayed very similar developmental patterns to those of monolinguals in terms of syntactic development. Not only was their development similar but it also appeared ”
The weaker language in early child bilingualism: Acquiring a first language as a second language? (2007, background): “Some researchers indeed report that one of the languages of bilinguals may exhibit properties that appear to differ markedly from what is known of monolingual development, although this is not always referred to as characterizing a “weaker” language; see, for example, Döpke (1998, 2000a, 2000b).”