Chapter 9: Grammatical Gender in Bilingual and Monolingual Children: A Spanish Morphosyntactic Distinction

By V. Gathercole. 2002

128 citations recorded by the source corpus.

Subfields: Gender Studies, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/652c51c8a6bc95848ebcfa8de40d3b4ec0d0f727

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Citations in the corpus

Command of gender agreement in school-age Spanish-English Bilingual Children (2007, methodology): “Similarly to Sánchez-Sadek et al. (1975), and Mueller Gathercole (2002), our results show that bilingual children lag slightly behind monolingual children of the same age and socioeconomic status in accuracy on gender agreement, even though all of these studies used different methodologies and…”
The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, background): “Gathercole (2002b) also observed input effects in the acquisition of grammatical gender in Spanish.”
How social contexts support and shape language development (2006, background): “At least some aspects of grammar are also mastered later by bilingual children than by monolinguals (Gathercole, 2002a, 2002b, 2002c).”
Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children (2011, methodology): “Conversely, in the case of the acquisition of morphology and syntax, distributed characteristics are limited and each morphological and syntactic system develops independently in each language (Gathercole, 2002b; Paradis & Genesee, 1996).”
Discourse conditions on subject pronoun realization: Testing the linguistic intuitions of older bilingual children (2009, background): “…that judgements in switch-reference contexts [+TS] are also significantly different between bilinguals and monolinguals showing that metalinguistic judgements in bilingual populations are overall less accurate than in monolingual populations (see Gathercole, 2002a,b, 2007 for similar findings).”
Effects of input on the early grammatical development of bilingual children (2010, background): “The studies of Paradis et al. (2007) and Gathercole (2002a, 2002b, 2002c) support the hypothesis that input quantity influences the grammatical development of older bilingual children.”
Dual language exposure and early bilingual development* (2011, background): “…is evidence that the degree of difference between monolinguals and bilinguals on these grammatical measures is related to the amount of English exposure the children have (Gathercole, 2002a; 2002b; 2002c; Gathercole & Thomas, 2009; Pearson, Fernández, Lewedeg & Oller, 1997; Oller & Eilers, 2002).”
Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type (2010, methodology): “Gathercole (2002a, 2002b, 2002c) reported the results of grammaticality judgment tasks probing children’s knowledge of the following structures: the mass/count noun distinction in quantification structures, which does not exist in Spanish; grammatical gender, which does not exist in English; and…”
Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender* (2012, methodology): “…including grammatical gender (e.g., Gathercole, 2002a), verbal morphology (e.g., Paradis, 2010a), finiteness (Blom, 2010), mass/count nouns (Gathercole, 2002b), that-trace effects (Gathercole, 2002c) and wh-questions, passives and definite/indefinite articles (Chondrogianni & Marinis,…”
Early language experience facilitates the processing of gender agreement in Spanish heritage speakers* (2013, background): “Bilingual school-age Spanish–English children also make gender errors in Spanish (Montrul & Potowski, 2007; Mueller Gathercole, 2002).”