ALDS 2203 Lecture Notes - Lecture 15: Latte, Kio, Diglossia
23 Mar 2016
School
Course
Professor
Document Summary
Studies show: bilingual ppl think differently; l2 users have better feel for language, l2 users speak their 1st language slightly differently. Syntactic, lexical, & psychosocial behaviours will differ b/w monolinguals & bilinguals, even when speaking same language. 2nd & subsequent languages seem to exist on diff plane than primary language; stored in diff part of brain than l1. Whether in or outside of classroom or formal/informal environment, learning 2nd language after puberty seems to be more intellectual endeavour & is often more stressful. Much of difficulty in late l2 acqtn. seems to come from l1 (or even other l2) interference. Bilingual children go through same stages of syntactic development that monolingual children do: holophrastic, two-word, telegraphic. Their mistakes correspond to same ones monolingual children make as well: ex. English learners delete verb endings in their telegraphic speech: doggie sit down" or kitty drink milk . But young spanish speakers don"t delete word endings (even though they do so in.
