Sank you very much for this very kind and good luck
to start without much ado. I also want to thank
the organizers for inviting me to present this plenary.
I was not given a topic so I could choose it myself and that, but
I soon they expect me to talk about by laying hold
us in some sort of thanks for the confirmation.
and i I thought I was trying to find a topic which which
what also fitted in with the general topic of this conference and I researched,
resist the temptation of summarizing my own work over the last two years.
Instead I want to raise a few issues, which as sense
I assume that most of you are not working our language.
UNK But you are members of the Tortugas,
and shuffle for spotless and shoved, so
I I is whom we are interested to link.
was sixty or so in a certain sense.
my My talk is in the peel form,
closer cooperation between knack with fish and research.
and threw her cigarette. the gilding was sticks.
Now maybe I should start the the lawyer.
UNK So there I will start talking about it briefly.
About this it can co operation between, Sir,
say, a reticule, endurable developmental linguistics,
and this may not seem as as as very or riginal,
but it is actually I think.
first of all it it doesn't have such a
long history as you may perhaps think. and secondly,
I think the cooperation is frequently sort of just paying lips or voce.
I don't think the corporation is really close enough
part for is the car of the other presentation.
I'll try to go fairly fast through the other parts.
ok. UNK, So I'm trying to,
as it it talk about the different kinds of diversity among bilingual populations.
And I think this is indeed a of research program,
which requires into the interaction between theoretical linguist sticks and and develop mental inquiry sticks and having problems with this lady.
What? Oh, you're right! Thank you,
right. Ok, doesn't always work. there came
on like God. I hate this kind of technical problems.
ok. UNK, I think this is.
I've said this three times. Now I can go
on to the next slide. UNK: So I think
this as I said this copperation, as may be not
so well established as we may think now.
It presupposes, of course, the cognitive turn turn.
UNK: And I'm not talking about the so called cognitive grammar,
but you know about all grammars which take a cognitive approach,
and in proof I said here previous grammars,
but I realized that the days this this kind of research program is still alive.
and but I think UNK And it's only if
you're interested in the cognitive bases of of language
that you can talk about cognitive procedures like learning.
ok. So this is a rest comes in.
It's not that there has not been any kind of research,
of course, although language acquisition to research was,
but mainly done by psychologists for a long time.
and of course we need the cooperation of the Wizard,
our colleague from from psychology.
And I want at least meant to mention Benumbed Downland and clashed down.
who lived right up here? How loud blasts until they
had to leave Germany because of the Nazi even movements.
And this is a book which is still worth reading.
But to give you an idea that that's how that
language acquisition he was really not a considerate of part of linguistic theory,
I gave you this quote from and nineteen seventy nine Introduction to language:
UNK And you can see that that people thought that the stilled at the time,
that it was sort of a stranger who to talk about
what little riddle little kids produce in them.
And even going back further, I think in research to serious research
is systematical. In research on the acquisition of from Attica,
competence started in the sixties and early sixties.
and I went back to book which I had read a long time ago by Smithson Miller,
sixty six, And I found it interesting that even then
I think this may have been one of the four,
if not the first conference trying to bring together linguists.
and and I questioned researchers again,
most of those working on UNK Psychologists at the time,
even then,
and even they still had the Scheldt is necessary to explain
why one would deal with something strange or pseudo whatever,
like that of the pronunciation of the utterances spy by small children And the important part is perhaps the bottom line.
That is the idea that early speech is not just sort of
an abbreviated and distorted form, a thought to the adult stool,
but there is a system of its own.
and this is something we had to discover. So even then David Mc Neil,
who by the way and vented this term developmental cycling with
sticks at this point it is a sixty six,
says is not that long ago.
it during the lifetime of some of us are at least.
and so the idea is that you have to develop her theory where the to cooperate.
UNK Ok. UNK So I think this is now now
a days is this research program is well established and the
link Wistik theory has always had a very strong influence on Act.
for citizen. and another's and other sentence here on
the slide, which I thought was just the obvious,
and ours hesitate to mention them.
but I've learned that nothing can be obvious enough,
none not to be repeated it again.
and I've learned over the last days at his apparently still controversial,
namely I think linked with should not ride grammars which are not learn of all.
Ok, I leave it there to under wise.
I will never get through my talk, but importantly language acquisition.
I'm and as you know perhaps known as you have
heard I've come i My background is in general have linguistics,
but as I'm not always happy with with about my fellow,
a generative, his stew, and I think Link nine.
Language acquisition is not so so testy and ground.
for last week's new invention, and threading a linguist sticks.
it should always also called the other way round again.
the seams maze may seem obvious or trivial,
but I don't see it. I cannot.
I've been thinking, and I can't think of us.
One major insight in Surrender Gilding Rustics,
which is based on Aquazilia, Syria,
that people actually said maybe we should change and make a model.
UNK: And this is because actresses and shows that doesn't work that way anyway.
So I don't want to whine and complain.
I just want to say we clean, neat, closer cooperation.
UNK ok. UNK: So what about in Biling?
While the settings? ok. So there is of course
diversity by definition in Biling road settings.
and much do one of the corps. things I want
to talk to talk about today is that we have to look closer not every bit.
as very of very ancient is an indication of diversity or divergence developments.
So I am. I have listed as a number of
possible, possibly shacks, and I will.
I am trying to cover a very broad range of topics.
I have to be rather superficial and I cannot always justify
what I'm saying. but you can ask it,
you can attack me on that during the discussion period.
So I think what summarizing in on one slide,
but bought by Lingual acquisitions in a research has has done
over the last thirty years or so.
is that when I do, I think we know that
the human language making capacity is really an indictment for four months to linger listen.
In other words, if you are raised in one language,
it's us. miss not the tuna.
UNK Because you were a race in an impoverished context,
and there are no all embracing its facts off wiling or listen.
So we have to to look more closely in business.
also where the copperation with with the reticule linguist six becomes important
is that we have to look at which aspects of language of Grattan Inn talking language.
But I mean grammar you're in now. Especially mortial
syntax is which parts are vulnerable, which or resistant to change?
Professors also has also been mentioned before, and I go too.
So I I think we will find that most of the
very off the diversity is really a variation in use and
what which is of course gripped a perfectly a reasonable topic of research that my interest,
especially to day, but also in general, is more to see how does the radical competence change.
So my focus will be on so called corps properties of grammar.
I know that this is not a duchess's of potentially
can it topic not not everybody will agree on,
but I think intuitively at least three week we know what we are talking about.
you know I mean things like subject rub, agreement,
rip second place meant in German and and other Germanic languages.
v o v: Order and similar things.
So this this is really is not of these car properties.
Mike. My question is under which conditions,
by lingual settings will these changes are? will be the
effect it by perhaps by the volleying rolled situation of what ever so everything you wanted to know about bilingual acquisition?
and five minutes. I think it binding. Black Recession
is indeed a window and on the mechanisms of development.
and because we are looking at and at several languages,
and so we have a better opportunity to to see the
role of language in language change or or the relevant and
since major these major changes in decor properties do not happen,
or I'm likely to happen over the life span of an individual.
it It makes sense to look at children's to see
how how they acquired their language and whether grammatical properties change.
in Trent's mission from one generation to the next.
And I think studying by Lingard's can be very helpful.
Again it's tempting to grow into the history of the field.
I will in the game tried to resist the temptation,
but I roller at least have to mention those you law and order,
and pulls rat.
who wrote the first comprehensive book on on the actresses from Nough
to find a pain. His act was this,
and have two languages, And as you long Drab was really a lawyer,
who then also sir, but he was.
He was born in Vienna, which is just south of Leon.
For those of you interested in the wind is just words,
and north under her own eye Peerless jewel starts and am,
And as also to the area where the oxy tan areas starts.
And as though he later rode the, he really became famous,
is studied all also language after long, and he became famous really.
for he is come. here is still the queue of
of the ox Aton language published in muffled in it
really became famous for that auntie.
In he was married to a German woman, and so is his son.
was raised and French and German simultaneously. and he invented or
are propagated the famous and pass on the longer principle.
that is, when you raise your children in a bilingual family,
and wherever pattered father and mother speak,
different languages of the day, should use their respective languages.
with a child. is it was suggested by his friend A calm moon,
but he made it popular,
and by the way he went to Geneva in nineteen fourteen
and was one of the proof readers for Decoud an Angry stickers.
UNK: okay, So much for that are you going?
So not much happened from the perspective or what I'm talking about.
That is, the development of grammatical competence in into language.
is not all that much happened over there in the sixty years afterwards,
with the exception of course of Babel of its and Leopold and
the Another quote from can see how cute on who?
in interview with Leopold dig to complain that people are not
interested in bottling rack recession in nineteen eighty nine.
This is closer. many of you may have been borne by then.
and but then all of a sudden there was this explosion.
Unless under the how of road now you can't even read everything any more.
which is published. others ok. So the main topic at the beginning,
let's say in the first twenty years of research talk about last forty years,
so low in the first half was differentiation.
Mano lingual seemed to be void by that data.
They seem to think it must be a problem for the
child to keep those two languages as a part to make
you very long story short on a lot of research,
which happened in the eight UNK, and nineties is.
it's not a problem, you know.
and you don't have to coach the children,
it could go and have to say I have special training,
you just talk to them in meaningful interactions and the children
will acquire the two languages and are at least are able to acquire the two languages.
I don't want to go and who is now in detail for reasons of time,
but you have to understand that the At the beginning of this research,
the Wat'ry was just that in a How can seldom possibly manage to keep these things apart?
And I were theories in textbooks until the nineties would said
They necessarily have to go through phase of fusion and so forth.
which is not true. UNK So they are able to do this.
In fact, this is such a solid finding.
I think I mean those of you who are to work on this,
and that his field baker contradict me.
But I I dared saying that this is unanimous.
Now that Dares Arlie. Differentiation is possible. doesn't
mean that it always has to work out. all go
all the time, But it is possible and without much effort.
And unite in a most statements like this On that frequent
and the humanities as a source I can see.
UNK So is to such an extent that when you can now turned around,
I'll have a slight Later on this, and asked,
How is it possible that they do not separate?
Ok, Because it seems to be so easy.
And if we think about it,
but I will not go into this note at it.
as you all known, the specially if you work on
registers, and so forth. UNK Also Polly,
like little and and so they also have to separate them,
and they are able to keep their registers apart and their dialects apart.
and they don't mix them in different situations.
So mounted by lingual isn't is really not.
It's not that such a cure. strange thing after all.
So this is just a few examples, like all,
very fast over the fast slides. So for it,
for example, For a verb second, you know it,
you run, you want to find out about the differentiation thing.
That problem is, you're talking about hildreth round age
too. When they started using multi roads,
utter utterances and so forth, and resumed the European languages,
the they are very much to the same.
So it was over in the child anguish.
So as is difficult to find examples. But since children
use adverbs very often, a dyke dyked elements,
the devourer of second fact you can find out very early.
and as you concede, the same children use In bold,
hood is the finite verb.
In all its in French insert procession. In German:
second position. and it's virtually without any error.
And we've been looking also on big. because the
dean in Europe. UNK: Languages are so similar,
We've been looking at Basques, banished children into lunch,
doodle and study also.
and same thing. and no problem. baskets and s
o v. language. And you have that sentences like Eye to it,
she and out by now ordered, they go soon have ceded.
The verb is always in the final position,
and when day speaks banishes the second position.
UNK: So much for that! So there's a
lot of evidence for this. and So we conclude that in simultaneous acquisition,
at least at this difference, UNK is actually acquired without much problems,
and solidly the bilingual children and acquire to competence is simultaneously.
I know this. every body clothes for my friend and colleague sauce walk.
holding on by Lingle is not too much to link.
was in one. I don't like this. is this.
cause it to on I could through the anxious every time I hear it,
because it's easy to trace the old,
of course of piling boot is speaks to language is so good just by this fact is,
it's not just like a mana lingual, but when we talk about grammatical differentiation that Biling Will is to model.
UNK Period. UNK I just wanted to say that
so do I, but did might and main to my main point.
and what follows is what we can cloak. You conclude from this it's a bit fast,
concludes near for reasons of time,
but I'm going to defend it is is that bilingual
isn't by self need not be a reason for problems off,
so not for change of air of grammatical change.
UNK Yeah, I think eyes I said this before and
none ok. so sort of her. either question.
is you know what will exceed? if? if?
if the by If we are born with this capacity of
of requiring two or more language, the simultaneous Louis,
there must be situations where it doesn't work out ok.
And for some interesting reason, this is what people seem
to be most interested in over the last twenty to twenty years.
UNK But my conclusions so far as is,
sometimes too was better than one. and ok,
Let's go to the next part and this is the
core part of my presentation.
This This is an important slide. Can't came someone tell
how I am to have. This is a non exhaustive
list of possible off biling will were I A T is okay,
so is l one meaning.
UNK two. l one A Simultaneous bilingual. A Simultaneous
first language acquisition. w Ellis: The weaker language heritage.
language child. A second language at all, sudden silence and so forth.
Third language, foreign language that you could add a few more.
K And those in bold are the ones I will talk
about since in this or what do you?
too much? So I couldn't add more.
So why how do they differ externally with your real looking
at the linguistics part a little later,
So more There's more than one language that's as true for all but the first one.
And so forth. Reduced exposure and age of onset of acquisition.
UNK So these are the things I won't be talking about.
There are more factors influencing Ike. Apparently one cannot
be explicit and not when when in a talk or in the paper,
You, you, you do. You study one factor than people tell you yet,
but this is not everything I know,
but it's I recently and had my a paper published,
which took me very long to get published because there wasn't
a reviewer who told it was about age of onset of acquisition,
which I said on the first page,
but one of the reviewers in three revisions.
insistence. but exposures input is also important.
I know by this is not my paper,
so today I will talk about these things.
I'm not excluding the rest. I'm just focusing on this thing.
ok. So my question basically is for today.
UNK: Why do we call these varieties by different names?
UNK Why do we call it a second language,
first language, the old language and heritage language, and so forth?
UNK If we are reasonable researchers, we call them by
different names because they are different.
right. UNK But maybe they are not.
I mean that's the question. UNK So this is
the question I want to pursue a little bit further.
Today I have a manuscript, but I had an idea where.
Ok. So I'm trying to avoid theoretical discussions.
I will not discuss the terminal Logy of incomplete acquisition.
I will not discuss whether there is hugely access or not.
So I'm I'm I'm still locked in mystic. that is,
I'm trying to say if we just look at the facts,
and if it could,
we perhaps agreed that the fact is a fact,
and if we do, and what does it mean?
So that is this a thought of my approach? Obviously,
I'm always by, as in my interests,
the so forth by my eyes.
UNK But this is what I'm trying to say.
So why what do you call things? Why call it
good Yukon something? First and second language acquisition or UNK,
There's one is learned first, the other second.
But if they were all the same, we could use
one time. we don't have to distinguish them.
Terminal. UNK So let's look for differences.
UNK okay. UNK, So how do their different now?
Linguist: stickily, they could differ in the inn that
certain constructions only if he appear in one of variety nut and not in the other one.
ok. UNK, So for instance, UNK,
And in fact, recession of German,
you'll find that second language learner is frequently put on non finite verbs and second position.
This is something a child never does.
monolith. UNK Childhood acquiring turned so just as an illustration.
So this is the one kind of allowing boosted property which
appears in one of these and not in the other.
and that would justify the difference between first and second language acquisition,
not this one. From a nominal. of course,
you have to go through more than the development sequences.
UNK So one of I will come back to all foreigners in a second.
that one of the major insights of acquisition research. UNK,
And dense loben one said, Perhaps the only you major inside,
and certainly very important, is by Roger Brown and others,
that children are crying and language go through certain stages.
UNK Meaning that certain, not everything but certain parts of
grammar are acquired in the same auto by all children,
probably even the universally across language.
UNK Languages. UNK And this is an important a shack.
and you can say ok. If first language acquisition is
defined by UNK the developmental sequence Do we find the same and in these other types?
UNK Ok. UNK The third is the clustering off superficially unrelated,
the nominal. Now here comes in the pyramidal notion a little bit.
But even if you don't believe in pyramidal theory,
the fact is of certainly not in the traditional one.
The fact is that if you if children acquire certain certain grammar
and that's a sort of superficial phenomena, thinks will appear out.
I will have an example in system just a minute.
And fourth is something I always insist on.
Is the developmental patterned you have in first language acquisition?
In some de Mains abrupt changes, that is,
over time, meaning what does it mean and brought to completion?
Argue about that. but you you find that at one
point the children have ciro uses of a phenomenon,
and two months later, at night above ninety percent.
That's what I call abrupt. ok. UNK
I have a slide after my tank.
You slide is if you want to look at it later.
ok. UNK So let me briefly and fast go through
these things in a quote myself here,
because I had almost forgotten about this but did in and ninety one paper.
You know I had this list of us of phenomena
which exist in l one, but not in l Toole.
Let me just onto a pound. as I should have mentioned this,
perhaps only, or from what I said earlier,
Ike: I conclude Dismantling rule and by legal acquisition.
I said Sam. Attainments by Lingoes other same selo.
On this list of different varieties of varieties I already take it
for granted now that first monitoring ruined by new for Us language.
UNK: and not different. Ok. UNK So now
I'm looking at Monaco Lingual and by Ling Bold.
first language. That was his name. In contrast with
second Plank which act persition and to give the punch line
routed way Am: and it's it had.
Probably not much of a surprise is that these will be different.
Ok. So they differ in the Inn and in
the specific construction types they differ and developmental sequences.
That's what I just said. In your interests,
Language acquisition, you have these sequences: UNK: Interestingly enough,
you also have such invariable sequences in a second language acquisition.
So in other words, unto untutored second language acquisition is guided by something,
probably our language capacity, but the two are not identical.
UNK: Ok. Thirdly, the clustering effect.
For reasons of time I'll just skip it.
I mean the skipper, but not go into details.
But if you look at Frenchmen and English for an example,
you see that since the rod moves in French,
but not over certain things like like adverbs and so forth,
and but not in English, you have these differences.
Now in traditional grammars, you you find them treated separately,
but as just one phenomenon to phenomenon,
that the verdict moves right and and but you get a fort or from surface.
But more importantly, second language learners learned these separately.
in other words, they somehow have a different grammar.
I won't go into this, but obviously that don't
use the same kind of Burke movement as in the interest language acquisition.
and the other is the abrupt change. Our orator.
He told you what I mean by this. That is,
in first language acquisition, some phenomena, like for instance,
would once children in German, for instance, use finite.
UNK: You know. UNK They also moves the verb
into second position and well. and they use subjects and
Aldous comes and was in two months, you know.
and I think two months was pretty good.
for I'm pretty fast and you can see,
and second language learners over two years, they don't get it.
Conclusion: So there are differences here. Ok. UNK
: So we have been looking at three now.
one. A little cross, languid sack with fish and
the running brook for his language.
UNK: And seconds that which act as they should.
and for reasons of time I'm not going into this separately.
but I can tell you that child second language acquisition is
very much like adults second language acquisition.
to our some similarities where with throes still. But as in other words,
so far, this term, a logical choice is justifies,
because we have I'm repeating your, but maybe it's useful.
the deed, the term monitoring grew under it bylow into.
First language acquisition is justified because its first language acquisition.
and they differed only in the case in that there are
several languages and second language acquiesces.
in is justified because it differs from the other two.
and child's agony language acquisition is justified because is Second
language acquisition at this is differs from the other first,
but there are certain things in which should also differs from the adults.
UNK: So now there are things which which are more problematic.
UNK So I'm still looking youth,
in which contexts will they not get it?
Ok, we'll have a rare world.
this fail so early age. if onset of acquisition
is a necessary but not sufficient condition for the development.
And this is an interesting question, I think,
because it says you know or that it is.
the question is let's sail, when will shoulder and
who are exposed to the first language from birth?
When will they failed to acquire native competence?
ok UNK: So there are two cases which has been discussed into literature.
and this is what will to talk to the rest of my talk?
UNK Namely, the so called weaker languages and the heritage languages.
UNK: Ok. So and I let's look at
the At four types of empirical evidence I have already seen
assigns all I have to speed up a little bit.
I'm one to save souls,
that it's easier for you to under follow what aunt,
but I'm doing here.
I want to say that these, the first three,
are not sufficient to differ to distinguish different types.
UNK: Ok! UNK I'm not saying that you
shouldn't study this. This is interesting. UNK But
for my research crestfallen, it will this lead two divergent developments?
De answer will be no. only the fourth one will
tell you something so to make the story short.
In and I'm quoting critically papers which I think are very good.
It's not at present I'm Curtis's month.
On the contrary, I think these are very interesting papers.
by this is untrue toughened since but you know the thief
the high path as this there was that in the week language is acquired like a second language.
and I say no, because why not?
One example is the verb bribe second position And at if
you look as this down here this is the land.
This is the name of the child over time.
UNK And this is the rub second,
a place meant and this is the incriminate that this is
the one which why they said they are a second language learners.
Now initially the child gets it right,
and then there is a period when it's sometimes write,
will sometimes not ride, and then there is a period when it's correct again.
So unless you want to say the child acquired it,
lost it, acquired it, lost it,
something which nobody has ever seen happenings in language.
UNK So if you don't want to come up with such as the stranger pauses,
then you have to say while they have acquired the verb second,
but they don't always use it.
So the question now is a question which I will not pursue.
It is I think the interesting question is why don't
they use it all the time?
although they have it, but you cannot say they haven't acquired it.
That's that's my argument. and soar similar argument
whenever people say all. but there is a lot of variation.
and biling balls they always crosses on a duck Courage and
and a heap them and Matthews.
I wonder if this was really is that I'm I'm
not saying that the data is is wrong or anything.
ok. UNK The question is why are they so different
from the rest of us, the things which we had seen freshen,
which I cannot answer.
But my point is it's not sufficient to quote some weird constructions,
some non canonical us.
Some of you will call it and say see they are different.
and now as long as we cannot explain the non canonical thing,
This construction, for instance, I have just one example is Went up good.
This is neither English nor German. So what what is
it? if you want to do with you wanted?
to construct an argument, you have to show what kind
of grammar you are, true beauty to his person?
A grammar which would call it generated as construct like this
I have no idea about this grammar.
would look like my idea would be, it's a performance arrogant.
ok. Similar arguments, So that's why I can
go to the other is is from yet been Matthew they had it.
They look at Canton knees English child, and they say,
And Cantonese has w h, and see too,
And English as w h. in at the beginning,
and they claim this child in what I preciate is at least they tell us what they mean.
bit by transfer, named elated explicitly say,
transfer means that something from language aid from grammars.
Excuse me from grammar A is incorporated into grammar beat
In many papers you read, you don't even know all went.
People talk about trance ray. Are they talking about activating
enough of knowledge in performance? Our other talk now they're saying grandma,
so they say this child has oh,
a feature of the Mandarin grammar,
namely a w h should see to what ever decry My looks like in green cloth writing to English,
except that just where the salute or example this childish the they don't want to cry.
So you that I trust, give examples,
though the first child lived, and surest construction of the first doubly edge construction.
Which child which they quote is correct, that is,
with movement, and then there are some without movement,
and then there is movement again.
Soda same argument you can't You can't argue that
this is a w a, a canter news grammar in English.
If the child does it first correct correctly,
as required by the English target, and later again it must be an act of Asian A problem.
UNK So I think these what I am.
What I'm trying to say also is,
you know it's not enough to look at,
none can and cannot, neglect is going struggles or at Etherington error frequency.
UNK You have to look at the developmental pattern,
and when you see that its first there than is sometimes there than is not there,
then the argument that it's a different grammar.
God hold that's basically my My argument.
So heritage language learners are they the different to act.
Give the answer right away because I'm getting to a time.
trouble is so that you know where I wanted to get at in the dances.
No, I think this is not. It's not
a different type of acquisition, for it's a different population from South Carolina.
Was still, as you page, little perspective,
but from the perspective of acquisition, you have Biling rules,
so I will tell you news successive Barling wills and so forth.
UNK And they behave just those like those I mentioned before.
There is no acquisition population which is justly called Could should
justly be called Heritage language learners.
The argument is that they resembled both Acroceraunian types.
Then my answer is just what I said to the other once.
Now show us will wire when I moved to developmental patterns.
Is it really there consistently done? It's a grammatical
phenomenon. If it shows up, occasionally disappears again it is not.
There is no set of this. was one of my arguments.
Says no set of particular construction,
which only happen in this and it population.
UNK So how do they differ? not at all?
and I could give you this quote here too.
It is and simultaneous bilingual children are Quote simply.
High proficiency Heritage language learners. UNK okay and find with that,
but that is just swapping labelled now recalling every body but hired his language learners,
and the non successful ones are the real ones and the other one i processions are so I refuse to swap labels.
I call everybody Biling Rose as I used to do before,
and then we can say Ok,
tell us what is specifically Give all to hire out its language learners.
The argument is all through the literature on Irish language.
Londres. is the they? they have Incomplete acquisition,
are partial, none, not The fold.
the ladies grammar. Of course this can happen.
UNK And this is why I think how do you slammed was?
studies can make a very important contribution,
namely if they can sell us when it will happen.
UNK And this is has not been done yet they are they.
in the literature you get, you are told it's the reduced exposure.
Now this is crucial. noun is because these studies are
the ones which could tell us what, where, where the threshold is.
What does reduced mean? Now we're slink with which
we are reluctant to give him the precise figures.
in all to save so many hours per day or something like that.
but it's it's a practical question which is important,
as as you've heard,
I'm doing a lot of counselling for parents and
twenty years ago and it do usually usual question was In all you know,
I'm friends from my wife was German and so forth.
UNK Nowadays a typical thing is you know I am right
in my way or wife is is a Turkish and who live in Berlin,
so you have at least real anguish.
is this possible? sometimes under the at her and as
a Kurdish grandmother and so forth?
you have easily for so people want to know what is
what is the minimum in its amount of exposure and we can't answer this.
we cannot tell them. you know we have a
vague idea and which I can pursue for because after stop soon.
But the roughly speaking, if you allow me to do
to give the ball park figger, is we know that thirty percent off what is normal?
Whatever normal means that thirty percent will does work,
not necessarily, but it does work.
When it drops below that, it's getting difficult.
UNK: So we did. This is an important question,
and this is where Haridas language speakers could reveal us,
but only a heritage.
Languid studies will Not only is I mean.
UNK: The researchers among you will not only study their
own students or someone you know, and ask twenty years ago,
how much exposure did you have?
This is useless. You know we need the same standards
as an acquisition. otherwise we need studies like how they
are only two or three. To my knowledge,
you know the one by condiments you vote.
UNK: Who study to her grandchildren who had an exposure of under thirty percent?
UNK: And they speak more or less.
Banners are UNK So this is the limits of this.
is where we have to look now. and you have
to really study it in a way,
in a case studies and and quantity five years.
UNK: Asking Parents or teachers are so thoroughly used later,
twenty years later won't do.
I'm sorry. Causal factors. I'll have to
do this very fast, but the that's that's easy to do.
There are these three. There is, of course,
no mono causal explanation. I'm focusing on these three
and there are more by lingula to them.
In itself is not a reason for failure.
Age of onset is as we have seen the second language.
UNK and it happens much earlier than most of us thought.
I mean we can find differences between first and second language loan,
as at age of unset three and a half in production is probably evening earlier.
these sudden subtle the pig in its doesn't mean that you can't learn to sing and woods,
and the more you can learn it won your seventy,
but it will be different in different unfortunately means oars and exposure is right now.
I don't know why I always read this quote.
only. exposure is not a sufficient condition for a successor.
Was this man has any body ever said it wasn't
I mean I was like to see you quote when we talk,
when people like me but not only me.
Ruth do research on early onset of acquisition.
We are saying I would say if you don't start
learning the language during the first four years or so,
you are likely not to acquire a fold competence and native competence.
But you the reverse doesn't hold. It doesn't
mean that if you start early you will always succeed.
I hear part in public that myth that no input will lead to no acquisition.
So the question is this is it? The question is
how much in could do we need?
and not? so of course it is relevant.
Ok. Ok. Conclusions is please don't jump to conclusions,
that is when you see variation and you see multi lingual.
Listen and you say Ok, that this explains variation are change,
No, it doesn't It may be that on the next page and an ex legs on last page.
I have a quote from someone who I admire,
but I think this is shows the need for more copperation.
Ok. David Lightfoot, who was one of sorry for
those those of your dog I'm don't wonder and
saw those who do dire grunting studies,
but that he is one of the few its target linguist who knows about language acquisition and yet what is as yet he has?
this girl wears, says I,
as an explanation for language acquisition is because there are several languages and wicker in a UNK,
there's a kind of UNK, this is told of rubbish.
Ok. UNK I mean this is exactly not bought,
resound and his or when Pete grinned.
When children are exposed from early with two or three or four languages,
as they acquire two or three or four languages,
they don't acquire a creole or some of don't develop a creole.
so Thomasson Kauffman may be right, may be right when they say language dialect.
A language context is a necessary cause but is definitely not
a sufficient cause list. And if you say Oh it
isn't it is is a biling rose into your eyes and you haven't explained anything.
You've just start it. It would be hard to
say who