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• W250436888 abstract "Spontaneous language samples were obtained from 19 Spanish/English bilingual children ranging in age from 2 years of age to 6 years, 4 months of age. The speech of the children was analyzed for the development of interrogative, negative, and possessive forms in each language. A developmental stage analysis was used to compare and contrast the rate of development of each of the grammatical structures. It was found that the children attained the adult model for interrogatives at different times (i.e., two stages in Spanish versus three stages in English). This difference was not observed in the acquisition of either the negative (three stages) or the possessive (two stages) forms. The results are dis cussed in terms of the often-claimed deleterious effects of child bi lingualism. The study of language acquisition in monolingual children has increased in recent years (e.g., Bloom, 1970; Bowerman, 1973; Brown, 1973; McNeill, 1970; Meny?k, 1969). These studies have all contributed to our knowledge of the processes involved in language learning. An equally important and possibly more complicated aspect of language acquisition is bilingualism, especially the learning of two languages simultaneously by children. With the exception of a few studies (e.g., Burling, 1959; Leopold, 1939, 1947, 1949a, b; Padilla and Liebman, 1975; and Swain, 1972), little is known about child bilingualism. In an earlier study of three bilingual children (Padilla and Liebman, 1975), we showed that the rate of acquiring two languages was approximately the same as in monolingual children. Further, we suggested that our bilingual children appeared able to keep the grammatical rules of the two languages they were learning separated from a very early age. In this study, we intend to examine the development of speech of bilingual children in greater detail. We will focus on the development of interrogative, negative, and possessive forms in both Spanish and English of young bilingual speakers. To provide a frame of reference, the adult transformational rules involving interrogative, negative, and possessive grammatical structures in Spanish and English will first be discussed. These transformation rules will then be ap 1 This report is an expanded version of a paper presented at the annual meetings of the Western Psychological Association, Sacramento, 1975. 2 The research reported in this study was supported by Research Grant GY11534 from the National Science Foundation and by Grant MH24845 from the National Institute of Mental Health to the Spanish Speaking Mental Health Research and Development Program at UCLA. This content downloaded from 157.55.39.35 on Wed, 31 Aug 2016 04:27:59 UTC All use subject to http://about.jstor.org/terms DEVELOPMENT OF INTERROGATIVE. 123 plied to the speech of our bilingual children. Using this approach, we hope to be able to answer such questions as: do children learning two languages develop parallel grammatical structures in the two languages at the same time? Or, are some grammatical structures of one language easier to learn and therefore acquired first, and then, later, learned in the second language? What kinds of grammatical interference problems are encountered by children learning two languages? Questions such as these have rarely been posed by investigators of child bilingualism although a good deal of speculation exists concerning the deleterious effects of child bilingualism (e.g., Axelrod, 1974; McCarthy, 1946; Riley, 1972)." @default.
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• W250436888 title "DEVELOPMENT OF INTERROGATIVE, NEGATIVE AND POSSESSIVE FORMS IN THE SPEECH OF YOUNG SPANISH/ENGLISH BILINGUALS" @default.
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