First Language Attrition, Use and Maintenance: The case of German Jews in anglophone countries

By Monika S. Schmid. 2002

290 citations recorded by the source corpus.

Subfields: Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dcaf0b13a0241957e524bd00802a29768514c5b4

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Citations in the corpus

On the bilingual competence of Spanish heritage speakers: Syntax, lexical-semantics and processing (2006, background): “…includes first language attrition by immigrants who are very fluent or even near-native speakers of the second language (Gürel, 2004; Köpke, 2002; Schmid, 2002; Tsimpli, Sorace, Heycock, & Filiaci, 2004; Tsimpli, Sorace, Heycock, Filiaci, & Bouba, 2003) as well as cases of attrition or…”
The role of L1 use for L1 attrition (2007, methodology): “A further distinction of L1 use in a number of contexts (with parents, partner, siblings, and children) could not account for the variance among the attrition data found in that study either (Schmid 2002a).”
What is special about L3 processing?* (2013, methodology): “Schmid (2002) presents a meta-analysis of 37 studies on L1 attrition.”
Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism (2011, methodology): “from none (Brennan & Brennan, 1981; Schmid, 2002) to 50% (Munro & Derwing,”
Language attrition at the crossroads of brain, mind, and society (2007, background): “Especially cases where particularly traumatic circumstances obtain (see Schmid 2002; or the studies conducted with adopted children: de Bode 1996; Isurin 2000; Nicoladis & Grabois 2002; Pallier, Dehaene, Poline, LeBihan, Argenti, Dupoux & Mehler 2003; Ventureyra 2005) suggest that strong emotional…”
Language attrition and theories of forgetting: A cross-disciplinary review (2004, background): “These findings suggest that what may appear forgotten language in a certain environment is, in large part, an access problem (Ammerlaan, 1996; Schmid, 2002; Tomiyama, 2000; Yukawa, 1998) due to the lack of appropriate contexts and retrieval cues.”
Neurolinguistic aspects of attrition (2004, methodology): “…(e.g., Altenberg, 1991; Bouba, Filiaci, Heycock, Sorace & Tsimpli, 2002; Grosjean & Py, 1991; Gürel, 2002; Isurin, 2000; Köpke, 1999; Montrul, 2002; Schmid, 2002; Seliger, 1991; Yagmur, 1997); lexicon (Ammerlaan, 1996; Olshtain & Barzilay, 1991; Yagmur, 1997); semantics (e.g., Ben Rafael, 2001;…”
Knowledge of tense-aspect and mood in Spanish heritage speakers (2009, background): “The morphology–syntax interface is equally vulnerable and problematic in child attrition (incomplete acquisition) (Anderson, 1999; Bolonyai, 2007) but much less so in adult attrition (Köpke, 2002; Schmid, 2002, 2007; Keijzer, 2007).”
Quantitative analyses in a multivariate study of language attrition: the impact of extralinguistic factors (2010, background): “…attitude towards the L1 and the culture of origin may indeed be conducive to L1 maintenance, while negative feelings, and particularly traumata, may lead to a higher level of attrition (Schmid, 2002; Ben-Rafael and Schmid, 2007). c Factors specific to attrition: Contact with and use of the L1.”