" It's like the Rosetta stone !". A Sociocognitive Cross-sectional study of Metasyntactic Awareness and Cross- linguistic Influence in French-Norwegian Bilingual Children in Oslo

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” It’s like the Rosetta stone !”. A Sociocognitive Cross-sectional study of Metasyntactic Awareness and

Cross- linguistic Influence in French-Norwegian Bilingual Children in Oslo

Sebastien Lucas

To cite this version:

Sebastien Lucas. ” It’s like the Rosetta stone !”. A Sociocognitive Cross-sectional study of Meta- syntactic Awareness and Cross- linguistic Influence in French-Norwegian Bilingual Children in Oslo.

International Symposium on Biligualism.The next generation. ISB12, Jun 2019, Edmonton, Canada.

�hal-02369224�

“It’s like the Rosetta stone”

A SOCIOCOGNITIVE CROSS-SECTIONAL STUDY OF METASYNTACTIC AWARENESS AND CROSS -LINGUISTIC INFLUENCE IN FRENCH-NORWEGIAN BILINGUAL CHILDREN

To download this poster follow this QR code:

1 2 3 4 5 6

Fr Il ne sait pas avec qui il joue

No Han vet ikke hvem han leker med

(*Fr)/No Il ne sait pas qui il joue avec

En He doesn't

know who he plays with

Purpose of the research

This research aims to study metalinguistic strategies and crosslinguistic awareness on Bilingual First Language Acquisition French Norwegian

children (n=33, age 10) from families claiming to use the One Person One Language strategy.

In a socio-cognitive and interactionist theoretical framework, the study assess the following question research :

1. Are there (conscious) crosslinguistic transfers ?

2. Are there impacts from parental attitudes and correction practices on metasyntactic skills and transfers, and crosslinguistic awareness in bilinguals?

3. To what extent does metalinguistic discourse of bilingual children inform about transfer organization and indicates metalinguistic reflection?

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2 300,00% 500,00% 8 11 13 1400,00%

% c o rr ec t

Sentence number

Prepositional error Verb placement error

3 5 14

Ungrammatical sentence judgment task results

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ph 2 ph 11

% c o rr ec t

Sentence number

French Norwegian French

p1<0,0001**** p2<0,0001****

Ungrammatical sentence judgment task involving preposition

Score to ungrammatical phrases involving a preposition

Explicit/Implicit type of parent feedback correction (couple)

Score to ungrammatical phrases Ideology of bilingualism in Norwegian

parents: 1bi = 2 mono

Types of couples

French mother*Norwegian father French father*Norwegian mother

Score to phrase 2

(preposition stranding syntactic transfer )

p6=0,013*

p3=0,017*

Results and conclusions

32,52%

67,47%

with error explanation (meta)

without explanation

Metalanguage use in explicit correction

5,6%

13,27

18,36%

62,75%

no answer no correction implicit correction explicit corection

Type of parent corrective feedback

P-values Test Details

p1 Pearson’s

Chi-squared test

X-squared = 16.364, df = 1, p-value = 5.228e-05,

odds ratio = inf (min: 4,43***) p2 Pearson’s

Chi-squared test

X-squared = 18.442, df = 1, p-value = 1.752e-05

odds ratio = 12,38***

p3 Fisher's Exact Test p-value = 0.017, Eta coef = 0.42 p4 Fisher's Exact Test p-value = 0.0319,

Eta coef = 0.35 p5 Fisher's Exact Test p-value = 0.02735,

Cramer’s V = 0.41 p6 Fisher's Exact Test p-value = 0.01336,

odds ratio = 7.38*

Phrase 2, ungrammatical because of preposition stranding

Sébastien LUCAS

[email protected]

Interdisciplinary theoretical Framework for a better understanding of syntactic transfers and metasyntactic skills of a bilingual reader

LINGUISTICS

Metalinguistic discourse.

Metalanguage.

Discourse analysis.

PSYCHOLINGUISTICS Language activation.

Crosslinguistic transfers.

Metalinguistic strategy.

SOCIOLINGUISTICS

Parents’ ideology towards language contact and bilingualism.

Parent corrective feedback practices of children’s code-mixed utterances.

Syntactic transfers and metasyntactic

skills of a bilingual reader

SELF-ADMINISTRATED SOCIOLINGUISTIC

QUESTIONNAIRE With both parents SEMI-DIRECTIVE

INTERVIEWS WITH CHILDREN IN FRENCH With French-Norwegian children conducted in the

family home

GRAMMATICALITY

JUDGMENT TASK IN FRENCH With French children (n=30)

and French-Norwegian children (n=33)

Collecting data: A mixed method approach

Q UA L I TAT I V E Q UA N T I TAT I V E

✓ Bilingual children show metasyntactic skills but weakened when preposition involved.

✓ Syntactic transfers occur when prepositional constructions are involved.

✓ Parents use an explicit corrective feedback without using metalanguage.

✓ Ideology of bilingualism (1 bilingual = 2 monolinguals) from Norwegian parent correlated with score to ungrammatical phrases judgment.

✓ Type of parent feedback correction correlated with score to ungrammatical phrases judgment.

✓ Bilingual children from Norwegian father/French mother couples show better syntactic awareness about preposition stranding.

Qualitative analysis

2 types of children (age 10)

TYPE I (LESS FREQUENT)

Metalinguistic discourse show epilinguistic skills (perception, meaning, difficulties to explain)

TYPE II (MOST FREQUENT)

Metalinguistic discourse show conscious manipulation of syntax, metasyntactic skills and awareness.

Usage of metaphors showing crosslinguistic awareness:

THE ROSETTA STONE: Crosslinguistic awareness and strategies

SEB: Do you think it can help to know several languages to understand what’s written in French ?

IN4: Hm it’s like the Rosetta stone so he can understand the hieroglyphs, so he used the languages he knew to understand another one.

THE PARK: Conscious crosslinguistic interactions and transfers

IN7: French, Norwegian, it’s at the same place in my brain. It’s all like in the same park but with different paths.

IN7: I create paths between paths as if I had a device which could

detect if things between languages were different. You create them

automatically; you don’t think of doing it.