Acceso usuarios
Hamburg, Freie und Hansestadt, Alemania
This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, universal mechanisms, and age of onset of acquisition as factors determining the course of acquisition. The claim is that these and other variables all contribute to an explanation of developmental sequences in monolingual and bilingual first language acquisition but that quantitative properties of the input do not override universal principles in the domain of grammar. The third point consists in emphasizing the role of second language speakers as role models for bilingual children. This provides an explanation of contact-induced change in core areas of grammar where, otherwise, empirical evidence does not support the claim of crosslinguistic interaction in bilingual children acquiring two languages simultaneously. It also constitutes a plausible scenario accounting for diachronic grammatical change.
