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Abstract Bilingual speakers are prompted to remain in a single language, switch between languages, or codeswitch by regulating the concurrent activation of their language systems and adapting to the demands of the communicative context. Unlike studies that compare language switching in bilinguals in distinct interactional and geographical contexts, this study investigates heritage bilinguals who may be required to manage their home and societal languages differently within the course of a day. We examined how this variation affects linguistic and cognitive factors in spoken production. Critically, picture naming in Spanish and English appeared to rely on different mechanisms of cognitive control: greater reliance on proactive control led to decreased performance in Spanish picture naming but increased performance in English. Although convergent with findings that L2-immersed bilinguals prefer proactive control strategies, the findings with heritage bilinguals suggest that recruitment of cognitive control during speech planning is more dynamic than has been previously reported.
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This content will become publicly available on March 1, 2026
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective
Abstract Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role ofcross-linguistic distancesandlanguage structurein literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners of structurally distinct languages – Spanish–English and Chinese–English bilinguals (N= 181,Mage= 7.57, measured 1.5 years apart) aimed to fill this gap. Spanish–English bilinguals showed stronger associations between morphological awareness skills across their two languages, across time, likely reflecting cross-linguistic similarities in vocabulary and lexical morphology between Spanish and English. Chinese–English bilinguals, however, showed stronger associations between morphological and word reading skills in English, likely reflecting the critical role of morphology in spoken and written Chinese word structure. The findings inform theories of literacy by uncovering the mechanisms by which bilingualism factors influence child literacy development.
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- Award ID(s):
- 2050471
- PAR ID:
- 10589572
- Publisher / Repository:
- Cambridge University Press
- Date Published:
- Journal Name:
- Bilingualism: Language and Cognition
- Volume:
- 28
- Issue:
- 2
- ISSN:
- 1366-7289
- Page Range / eLocation ID:
- 327 to 342
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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