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<DIV> Hello Betty and everybody else,</DIV>
<DIV> </DIV>
<DIV>I am not sure about overall general effects of mixing and but you might be interested to know that in my longitudinal study of 13 children growing up with French and English in One parent - One language families, I found a correlation between the code-switching of the parents and thta of the children.</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>Annabelle David, PhD</DIV>
<DIV>University of Newcastle </DIV>
<DIV> </DIV>
<DIV id=IncrediOriginalMessage><I>-------Original Message-------</I></DIV>
<DIV> </DIV>
<DIV id=receivestrings>
<DIV dir=ltr style="FONT-SIZE: 11pt" <i><B>From:</B></I> <A href="mailto:ellmcf@nus.edu.sg">Madalena Cruz-Ferreira</A></DIV>
<DIV dir=ltr style="FONT-SIZE: 11pt" <i><B>Date:</B></I> 04/19/05 06:43:57</DIV>
<DIV dir=ltr style="FONT-SIZE: 11pt" <i><B>To:</B></I> <A href="mailto:betty@headbolt.com">Betty Yu</A>; <A href="mailto:info-childes@mail.talkbank.org">info-childes@mail.talkbank.org</A></DIV>
<DIV dir=ltr style="FONT-SIZE: 11pt" <i><B>Subject:</B></I> RE: one-parent one-language/Grammont's principle</DIV></DIV>
<DIV> </DIV>
<DIV>Hi Betty,</DIV>
<DIV> </DIV>
<DIV>One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals.</DIV>
<DIV>She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment.</DIV>
<DIV>The references are:</DIV>
<DIV> </DIV>
<DIV>See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela.</DIV>
<DIV> </DIV>
<DIV>See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa.</DIV>
<DIV> </DIV>
<DIV>Hazel is with the info-childes network, so she might want to add details on her research.</DIV>
<DIV> </DIV>
<DIV>Madalena</DIV>
<DIV> </DIV>
<DIV>======================================</DIV>
<DIV>Madalena Cruz-Ferreira</DIV>
<DIV>Dept. English Language and Literature</DIV>
<DIV>National University of Singapore</DIV>
<DIV><A href="mailto:ellmcf@nus.edu.sg">ellmcf@nus.edu.sg</A></DIV>
<DIV><A href="http://profile.nus.edu.sg/fass/ellmcf/">http://profile.nus.edu.sg/fass/ellmcf/</A></DIV>
<DIV>======================================</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>> -----Original Message-----</DIV>
<DIV>> From: <A href="mailto:info-childes@mail.talkbank.org">info-childes@mail.talkbank.org</A></DIV>
<DIV>> [<A href="mailto:info-childes@mail.talkbank.org">mailto:info-childes@mail.talkbank.org</A>]On Behalf Of Betty Yu</DIV>
<DIV>> Sent: Tuesday, 19 April, 2005 1:07 PM</DIV>
<DIV>> To: <A href="mailto:info-childes@mail.talkbank.org">info-childes@mail.talkbank.org</A></DIV>
<DIV>> Subject: one-parent one-language/Grammont's principle</DIV>
<DIV>></DIV>
<DIV>></DIV>
<DIV>> Hello all,</DIV>
<DIV>></DIV>
<DIV>> I am curious if there is convergence in current research on the</DIV>
<DIV>> usefulness (or not) of separating languages as a strategy for</DIV>
<DIV>> teaching</DIV>
<DIV>> children more than one language (e.g., one-parent/one-language,</DIV>
<DIV>> one-situation/one-language). Is there evidence that children really</DIV>
<DIV>> become confused by mixed linguistic input given that there's evidence</DIV>
<DIV>> that code-switching and other language mixing behaviors are quite</DIV>
<DIV>> normal in bilingual communities? I'm especially interested in this</DIV>
<DIV>> topic as it relates to children with language impairments.</DIV>
<DIV>></DIV>
<DIV>> Thank you for your attention.</DIV>
<DIV>></DIV>
<DIV>> Betty</DIV>
<DIV>> Doctoral Student at UC Berkeley/SFSU</DIV>
<DIV>></DIV>
<DIV>></DIV>
<DIV>></DIV>
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