The (Il)Logical Problem of Heritage Speaker Bilingualism and Incomplete Acquisition
By Diego Pascual y Cabo, Jason Rothman. 2012
255 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/0486acdaf82efa8cc57adbe495f7cc7ea5b75ea4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Artificial Intelligence
In Developmental and Educational Psychology
- Jason Rothman
- S. Montrul
- Tanja Kupisch
- Maria Polinsky
- Alejandro Cuza
- Roumyana Slabakova
- A. Sorace
- Melissa A. Bowles
In Language and Linguistics
- Jason Rothman
- Tanja Kupisch
- S. Montrul
- Maria Polinsky
- Alejandro Cuza
- Gregory Scontras
- A. Sorace
- Melissa A. Bowles
Citations in the corpus
- Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers (2018, background): “…causal factors that contribute to variable competence outcomes in adult HSs as compared to monolinguals1: (i) qualitative input factors (e.g. Pascual y Cabo & Rothman, 2012; Rothman, 2007; Sorace, 2004 ) and (ii) general inaccessibility to formal education/literacy (e.g. Tsimpli, 2014) in the HL.”
- Heritage language development: Connecting the dots (2018, background): “Although some researchers consider the term “incomplete acquisition” imprecise when applied to heritage language acquisition in general, and unfortunate for possibly inviting value judgments on the speakers and their grammars (Kaltsa, Tsimpli & Rothman, 2015; Otheguy, 2016; Putnam & Sánchez, 2013; P”