UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl) UvA-DARE (Digital Academic Repository) Child and Adult Heritage Spanish in the Netherlands the Development of Subject Position van Osch, B.A.; García González, Elisabet ; Hulk, A.C.J.; Aalberse, S.P.; Sleeman, A.P. Link to publication Citation for published version (APA): van Osch, B. A., García González, E., Hulk, A. C. J., Aalberse, S. P., & Sleeman, A. P. (2017). Child and Adult Heritage Spanish in the Netherlands: the Development of Subject Position. Poster session presented at Generative Approaches to Second Language Acquisition , Southampton, United Kingdom. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. Download date: 29 Nov 2020
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UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl)
UvA-DARE (Digital Academic Repository)
Child and Adult Heritage Spanish in the Netherlandsthe Development of Subject Positionvan Osch, B.A.; García González, Elisabet ; Hulk, A.C.J.; Aalberse, S.P.; Sleeman, A.P.
Link to publication
Citation for published version (APA):van Osch, B. A., García González, E., Hulk, A. C. J., Aalberse, S. P., & Sleeman, A. P. (2017). Child and AdultHeritage Spanish in the Netherlands: the Development of Subject Position. Poster session presented atGenerative Approaches to Second Language Acquisition , Southampton, United Kingdom.
General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s),other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons).
Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, statingyour reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Askthe Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam,The Netherlands. You will be contacted as soon as possible.
Esmicumpleañosyhaymuchagentedevisitaenmicasa.Derepentesuenael8mbreperocomojustoestoyrecibiendounregalodemi;o,nopuedoabrirlapuerta.Vamiesposayvequesonunosprimos.Cuandoregresa,lepregunto:'¿Quiénllegó?'Miesposamedice:It’smybirthdayandtherearemanyguestsinmyhouse.Suddenlythedoorbellrings,butsinceI’mjustreceivingagi:frommyuncle,Icannotopenthedoor.Mywifegoesandseesthatit’ssomecousins.Whenshegetsback,Iaskher:“Whoarrived?”.Mywifetellsme: Unosprimosllegaron. Somecousinsarrived. oo o o -2-101 2
Llegaronunosprimos. Arrivedsomecousins. o ooo -2-101 2
Un chico llegó Llegó un chico A boy arrived Arrived a boy S V V S
• No previous research
A) Adult Participants
The present study
1. Will Dutch HS of Spanish show less overgeneralization of preverbal subjects (but deviate from monolinguals?)
2. (When) do bilingual children deviate from monolinguals?
Research Questions
Child and Adult Heritage Spanish in the Netherlands: The Development of Subject Position
Brechje van Osch, Elisabet García González, Suzanne Aalberse, Aafke Hulk & Petra Sleeman University of Amsterdam
24 heritage speakers • Born in the Netherlands, or arrived before 5 • Mixed families • No Caribbean dialects 18 monolingual speakers of Spanish • Recently immigrated to the Netherlands. • No knowledge of Dutch • No Caribbean dialects
Subject position in Dutch
Subject position with intransitives in Spanish is constrained by unaccusativity, focus, definiteness, animacy, verbal aspect, adverbial phrases, and subject heaviness (Hertel, 2003; Lozano, 2006; Domínguez, 2013; Zapata et al., 2005, De Prada-Pérez & Pascual y Cabo, 2012)
G This makes subject position a highly complex phenomenon, prone to vulnerability in (bilingual) acquisition
Children Contextualized Scalar Acceptability Judgment Task:
.
G MORE EVIDENCE FOR POSTVERBAL SUBJECTS
Conclusions
Subject position in Spanish
Spanish has flexible word order:
Heritage speakers Speakers of a minority language, acquired during childhood in a naturalistic setting in the home context.
Een jongen floot but V2! A boy whistled S V
Buiten/er/dat floot een jongen Outside/There/that whistled a boy Adv/OBJ V S
*
Three dogs are playing at the beach and having a lot of fun. While they play, their friend the cat comes and sees them and he gets very sad because they had not asked him to join them.’
Preference Judgment Task:
El gato llegó
B) Child Participants 30 heritage speakers • 9 and 13 years old • Born in the Netherlands, or arrived before 5 • Mixed families • No Caribbean dialects 44 monolingual speakers of Spanish • 9 and 13 years old • Born and raised in Spain • No knowledge of other languages
Adults
Previous Research: Children
• Have knowledge of verb type by age 2 (Grinstead, 1998; Bel, 2001)
• No previous research on other factors
References
1. Both monolingual and Dutch heritage speakers increase the preference of VS across the lifetime
2. In Dutch bilinguals, this VS preference is more pronounced in all age groups
3. This overgeneralization might be due to the influence of V2 in Dutch
• Bel, A. (2001). Sujetos nulos y sujetos explícitos en las gramáticas iniciales del castellano y el catalán. Revista Española de Lingüística, 31 (2), 537-562.
• de Prada Pérez, A., & Pascual y Cabo, D. (2012). Interface heritage speech across proficiencies: unaccusativity, focus, and subject position in Spanish. In K. Geeslin, & M. Díaz-Campos (Eds.), Selected Proceedings of the 14th Hispanic Linguistics Symposium (pp. 308-318). Somerville, MA: Cascadilla Proceedings Project.
• Domínguez, L. (2013). Understanding Interfaces: Second language acquisition and first language attrition of Spanish subject realization and word order variation (Vol. 55). John Benjamins Publishing.
• Grinstead, J. (1998). Subjects, sentential negation and imperatives in child Spanish and Catalan. Ph.D. Dissertation, UCLA. 188
• Hertel, T. J. (2003). Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research, 19(4), 273-304.
• Hinch Nava, E. (2007). Word order in bilingual Spanish: convergence and intonation strategy. In Selected Proceedings of the Third Workshop on Spanish Sociolinguistics (pp. 129-139). Somerville, MA: Cascadilla Proceedings Project.
• Lozano, C. (2006). Focus and split-intransitivity: the acquisition of word order alternations in non-native Spanish. Second Language Research, 22(2), 145-187.
• Montrul, S. (2005). Second language acquisition and first language loss in adult early bilinguals: Exploring some differences and similarities. Second Language Research, 21(3), 199-249.
• Pascual y Cabo, D. , Lingwall, A., & Rothman, J. Applying the Interface Hypothesis to Heritage Speaker Acquisition: Evidence from Spanish Mood.
• Roggia, A. B. (2011). Unaccusativity and word order in Mexican Spanish: An examination of syntactic interfaces and the split intransitivity hierarchy (Doctoral dissertation, The Pennsylvania State University).
• Sorace, A., & Serratrice, L. (2009). Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism, 13(2), 195-210.
• Zapata, G. C., Sanchez, L., & Toribio, A. J. (2005). Contact and contracting Spanish. International Journal of Bilingualism, 9(3-4), 377-395.
