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Sitzungsübersicht
Datum: Freitag, 29.03.2019
9:00 - 10:30Sesión 05: LING_3: Sitzung
J 30/109 
 
9:00 - 10:30

Differential Object Marking (DOM) in monolingual and bilingual speakers: comparing competences

Pedro Guijarro-Fuentes

Universidad de las Islas Baleares, España

The purpose of this presentation is to contribute a more nuanced understanding of the acquisition of the Spanish Differential Object Marking, especially concerning morpho-phonological a marking in Sequential and Simultaneous child heritage speakers of English and Brazilian Portuguese in adulthood. Much work on Spanish Differential Object Marking (DOM) has shown the complexity and the resulting difficulties of its acquisition in multiple language scenarios and language combinations. Most studies, however, deal with early or late bilinguals with the language combination English-Spanish. Existing HS and SLA literature on DOM has focused on specific language combinations (i.e., those with differing syntactic configurations) in an attempt to answer questions regarding adult accessibility to Universal Grammar (UG) and/or “complete” (Kupisch and Rothman, 2016) and “non-complete” (Montrul, 2016) accounts.

Based on the findings from several experimental studies in which the same linguistic tasks (i.e., a grammaticality judgment and completion task) were conducted with L1 Spanish monolingual speakers from Spain, English-Spanish bilingual HS living in the UK and Brazilian Portuguese-Spanish bilingual HS of Spanish living in Brazil, all matched for their socioeconomic and education factors with the help of a detailed ethnolinguistic questionnaire, I observed for all the semantic features related to DOM that contrary to current research in HAS (i.e., non-complete accounts), the children and adult heritage speakers perform like monolingual L1 speakers regardless of the language pair and/or realization (or non-realization) of DOM in one of the languages, generally outperforming the L2 learners (Guijarro-Fuentes, 2012).

 
11:00 - 12:30Sesión 06: LING_3: Sitzung
J 30/109 
 
11:00 - 11:45

Identity and Heritage Language Education of Chinese Learners in Spain. A Case Study.

Iulia Mancila Mancila

University of Malaga, España

Related to the recent global migration phenomena, the heritage language education, second language studies and plurilinguism represent an increased area of studies around the globe (Trifonas and Aravossitas 2014). This qualitative research paper is part of a larger study on inclusion, identity and affiliation of Chinese Heritage Learners in Spain and provides insights into their experiences and personal views on the HL education, use and maintenance in a nonformal system in relation to their diverse and hybrid identity, all inserted in a specific local social context.

Multiple biographical and in-depth interviews with students, teachers and other stakeholders, as well as artifacts and observation in classroom settings were performed in order to investigate in detail key factors, relationships and conditions involved in the HL learning, use and negotiation and the significance of this process in relation to their cultural identity. This paper also discusses the attitudes and practices of teachers, parents and the wider community concerning the use, teaching and learning of the HL and culture and concludes with limitations of the study and some suggestions for future research and practice.



11:45 - 12:30

Transformaciones sintácticas en la constelación español-ruso

Olga Ivanova

Universidad de Salamanca, España

El mantenimiento de la lengua de herencia está fuertemente vinculado a los factores de afectividad hacia la misma en la primera generación. En este sentido, muchos inmigrantes rusohablantes en España – en su predominante mayoría, mujeres – a menudo deciden reducir el uso de su lengua materna en su entorno y, particularmente, con sus hijos. Como consecuencia, acaban empleando una interlengua fosilizada que emplean horizontalmente en la red social de inmigrantes rusohablantes, y transmiten, junto al ruso, verticalmente a las siguientes generaciones.

Los princiaples objetivos de esta investigación son (1.) estudiar los principales patrones sintácticos de la interlengua formada en la primera generación de inmigrantes rusohablantes en la ciudad de Salamanca, y (2.) analizar el grado de transmisión de dichos patrones sintácticos en el ruso como lengua de herencia y en el español como lengua del entorno de la segunda generación. Para ello, el presente estudio se basa en una serie de entrevistas semi-dirigidas grabadas con la primera generación de inmigrantes rusohablantes en Salamanca que forman una red social, y que evalúan los principales aspectos cognitivos y afectivos que establecen los criterios del grado de desplazamiento de la primera generación hacia el español. Las entrevistas se complementan con una serie de grabaciones del discurso oral en español y en ruso, emitido de forma espontánea por los representantes de la primera y de la segunda generación de inmigrantes, que sirve como base para el análisis de las transformaciones sintácticas en ambas lenguas.

La principal contribución de este trabajo consiste en determinar si las transformaciones sintácticas en la interlengua fosilizada de la primera generación son adquiridas por la segunda generación y se manifiestan tanto en la lengua de herencia (ruso) como en la lengua de entorno (español).

 
15:00 - 16:30Sesión 07: LING_3: Sitzung
J 30/109 
 
15:00 - 15:45

Object clitics in Portuguese heritage bilinguals

Esther Rinke

Goethe Universität Frankfurt, Deutschland

In this talk, I will discuss the results of several studies on the acquisition of pronominal clitics of European Portuguese (EP) by Portuguese-German bilingual speakers living in Germany (Rinke & Flores 2014; Flores, Rinke & Azevedo 2017; Rinke, Flores & Barbosa2018). On the basis of these studies, I will show that heritage bilinguals do not have an incomplete grammatical knowledge of the pronominal system of EP, although some differences between monolingual and bilingual speakers can be observed. I will argue that the observed differences are the result of input differences.

Studies focusing on the acquisition of Romance pronominal clitics by bilingual speakers acquiring a Germanic and a Romance language has yielded varying results. On the one hand, cross-linguistic influence has been attested during the acquisition process. Müller & Hulk (2001) attribute higher rates of object omissions in their Romance language French or Italian and to the influence of the Germanic contact language Dutch or German providing evidence for Topic-Drop. On the other hand, Montrul’s (2010) study on Spanish-English bilingual’s knowledge of Spanish clitics shows that, in comparison to other grammatical phenomena, object clitics seem to represent no major problem for heritage speakers even with low proficiency. However, these speakers show more robust knowledge of core aspects of grammar than of aspects related to the syntax–semantics / discourse interface.

The pronominal system of European Portuguese is of special interest in this context because it includes grammatical null object constructions (Raposo 1986) and shows a high degree of complexity and variability. For instance, variability is found with respect to the position of clitics in the sentence, their morphological shape, their realization in dislocation structures and their use in different registers. This variability allows to compare the knowledge of monolingual and bilingual speakers of EP with respect to the following aspects: core grammatical properties of the clitics (enclisis and proclisis), morphology (allomorphy), interface properties (dislocation structures), and different registers (clitic climbing in colloquial vs. formal registers). Given that the pronominal system of German diverges in many respects, the question of cross-linguistic influence can also be addressed. Combining different methodologies and experimental evidence as well as evidence from spontaneous speech corpora, our studies show that EP heritage bilinguals have successfully acquired the core properties of the pronominal system of Portuguese and that differences between monolingual and bilingual speakers can be explained on the basis of differential input conditions.

 

 
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