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What modulates the acquisition of difficult structures in a heritage language? A study on Portuguese in contact with French, German and Italian

Published online by Cambridge University Press:  01 July 2022

Jacopo Torregrossa ,
Cristina Flores  and
Esther Rinke
Jacopo Torregrossa*
Affiliation:
Goethe University Frankfurt, Frankfurt am Main, Germany
Cristina Flores
Affiliation:
Centro de Estudos Humanísticos, Universidade do Minho, Braga, Portugal
Esther Rinke
Affiliation:
Goethe University Frankfurt, Frankfurt am Main, Germany
*
Address for correspondence:Jacopo TorregrossaInstitut für Romanische Sprachen und LiteraturenNorbert-Wollheim-Platz 1 (IG 6.157)60629 Frankfurt am MainDeutschlandTorregrossa@lingua.uni-frankfurt.de
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Abstract

Several studies on heritage language (HL) acquisition investigate a single linguistic structure, showing how language exposure or cross-linguistic effects affect its acquisition. Here, we consider HL speaking children's mastery of several linguistic structures using a cloze-test. We examine how their language competence is affected by language exposure variables and age. We tested 180 children between the ages of 8 and 16, living in Switzerland and speaking European Portuguese as HL and French, German or Italian as their societal language. The items of the cloze-test cluster around two levels of difficulty, with the items at the second level corresponding to structures that are acquired late in Portuguese monolingual acquisition. Older age and a greater amount of formal instruction in the HL lead to better performance. The role of the amount of formal instruction varies based on the level of difficulty of the target structures. Cross-linguistic influence does not affect the results.

Keywords

heritage Portuguesemorphosyntactic proficiencycloze-testlanguage exposureheritage language instructioncross-linguistic effects
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 26 , Issue 1 , January 2023 , pp. 179 - 192
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Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

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