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<div>or perhaps because it is a more<i> consistent</i> model.</div>
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<div> At 13:49 -0400 18/10/04, Fred Genesee wrote:</div>
<blockquote type="cite" cite>I do not know of specific studies taht
address this issue, but an obvious<br>
set of counter-examples is<br>
immigrant children or children of parents who speak limited or
accented<br>
English but have ample<br>
exposure to same-age peers who speak English fluently -- such children
do<br>
not acquire their parents' accented or<br>
"broken" English, but learn the variety spoken by their
peers.<br>
<br>
At some point, peers are a more influential model than parents --
either<br>
because there are more peer than parent models<br>
or because of identity issues.<br>
<br>
Fred Genesee<br>
<br>
At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote:<br>
>A question has arisen in a Mass. school system as to whether a<br>
>kindergarten teacher whose first language is not English could
have a <br>
>negative impact on her normally-developing students' English
language<br>
>development by being a poor role model. (She occasionally
omits<br>
>function words, but is quite intelligible.) Since being
bilingual is<br>
>clearly not a disadvantage, it seems obvious to me that exposure
to a<br>
>person with a slightly different system should do no harm to a
child's<br>
>first language system. (And, for example, over the past 28
years I've<br>
>so far been unable to detect any negative linguistic effects on
my<br>
>husband, who was raised by such an ESL speaker i.e. his father.)
But,<br>
>does anyone know of any literature that would specifically,
directly<br>
>address this question?<br>
><br>
>Thanks.<br>
><br>
>Shelley<br>
><br>
><br>
<br>
Psychology Department<x-tab>
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</x-tab><x-tab>
</x-tab>Phone: 1-514-398-6022<br>
McGill University<x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab><x-tab>
</x-tab>Fax: 1-514-398-4896<br>
1205 Docteur Penfield
Ave. <br>
Montreal
QC <span
></span
> <span
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Canada H3A 1B1</blockquote>
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