Language Contact and Change

By Seemita Mohanty. 2010

116 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a9ee52a04b0cef9422ca06e6bf76852701742f1c

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Citations in the corpus

Understanding heritage languages (2019, background): “…is often that heritage speakers struggle with aspectual morphology; by comparison, difficulty with tense is seldom attested (see Montrul, 2016; Silva-Corvalán, 1994, and further references therein on aspect in heritage Spanish; Laleko, 2010, on aspect in heritage Russian; Jia & Bayley, 2008,…”
Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change* (2010, background): “This may be the situation in the case of heritage languages, see Montrul (2004), Silva-Corvalán (1994), among others.”
Crosslinguistic influence at the syntax proper: Interrogative subject–verb inversion in heritage Spanish (2013, background): “Heritage language learners are second- or third-generation immigrants who were raised in a home environment where a heritage language was spoken in addition to the majority language (e.g. Montrul, 2004; Potowski, Jegerski, & Morgan-Short, 2009; Silva-Corvalán, 1994).”
Differential Object Marking in Child and Adult Spanish Heritage Speakers (2013, background): “Heritage speakers are second-generation immigrants in sociolinguistic terms (Silva-Corvalán 1994): the children of first-generation immigrants who were either born in the United States or immigrated in early childhood with their parents.”
Knowledge of tense-aspect and mood in Spanish heritage speakers (2009, background): “Studies of adult early bilinguals have reported that tense-aspect and mood are vulnerable areas in Spanish heritage speakers (Silva-Corvalán, 1994; Montrul, 2002, 2007).”
Binding Interpretations of Anaphors by Korean Heritage Speakers (2009, background): “, LDAs are simple, while local anaphors are complex), Song et al. (1997) investigated whether Korean monolinguals (ages 2–8 years) and early Korean-English bilingual children (ages 3– 8 years) can learn this putative universal (i.”
Current Issues in Heritage Language Acquisition (2010, background): “The subjunctive mood (in both present and past) is poorly controlled by Spanish heritage speakers in production and in comprehension (Montrul, 2007; Silva-Corvalán, 1994), and so is the conditional (Silva-Corvalán).”