L2 influences

[Professor Annette Karmiloff-Smith]

or perhaps because it is a more consistent model.

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