What’s so incomplete about incomplete acquisition?: A prolegomenon to modeling heritage language grammars
By Michael T. Putnam, Liliana Sánchez. 2013
306 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/d162218f2b0e7159415479002b4d543218d44807
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Jason Rothman
- S. Montrul
- Tanja Kupisch
- Maria Polinsky
- Alejandro Cuza
- Roumyana Slabakova
- A. Sorace
- Melissa A. Bowles
In Experimental and Cognitive Psychology
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): “…description of differences, but inch us towards explanatory adequacy of how and why these differences obtain (as has been attempted in recent years, e.g. Kupisch, 2013; Meisel, 2013; Pascual y Cabo & Rothman, 2012; Pires & Rothman, 2009; Putnam & Sánchez, 2013; Scontras, Fuchs, & Polinsky, 2015).”
- Heritage language development: Connecting the dots (2018, background): “…in general, and unfortunate for possibly inviting value judgments on the speakers and their grammars (Kaltsa, Tsimpli & Rothman, 2015; Otheguy, 2016; Putnam & Sánchez, 2013; Pascual y Cabo & Rothman, 2012), they do not deny that heritage speakers exhibit linguistic characteristics worth…”