ERIC Number: ED060749
Record Type: RIE
Publication Date: 1971
Reference Count: 0
The Development of Semantic Categories in Spanish-English and Navajo-English Bilingual Children.
Young, Rodney W.
The experiment described in this report considers whether children who learn a second language will develop the same semantic system as monolingual children or whether their semantic system will be different because of linguistic or cultural interference, and also whether the bilingual child develops separate meaning systems for his two languages or whether he operates by means of a single system. The experiment compares the relative difficulty of certain semantic constructions in comprehension tests for two groups of young bilingual children: Spanish-English bilinguals and Navaho-English bilinguals. Details and results are provided. Findings indicate that bilingual children do not parallel monolingual children in patterns of difficulty of semantic categories. Categories not present in their first language are appreciably more difficult in relation to the other categories than for monolingual children. (Author/VM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Laval Univ., Quebec (Quebec). International Center for Research on Bilingualism.
Note: In "Conference on Child Language," preprints of papers presented at the Conference, Chicago, Illinois, November 22-24, 1971, p193-208