Niños bilingües español-neerlandés en Ámsterdam y en Mallorca: evidencia de la importancia del input y del contexto en la adquisición del género gramatical en español

• Héctor Cruz Rico ^[1] ; Elisabeth Mauder ^[2] ; Lluis Barceló-Coblijn ^[3] ; María del Carmen Parafita Couto ^[2]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Leiden University

     Leiden University

     Países Bajos

     
  3. [3] Universitat de les Illes Balears

     Universitat de les Illes Balears

     Palma de Mallorca, España

     

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• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 15, Nº. 30, 2021, págs. 14-38
• Idioma: español
• DOI: 10.26378/rnlael1530440
• Títulos paralelos:
  • Spanish-Dutch bilingual children in Amsterdam and Mallorca: evidence for the importance of input and context in the acquisition of grammatical gender in Spanish
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Por medio de una tarea de elicitación, esta investigación examina el género en español en dos grupos de niños bilingües español-neerlandés que comparten las mismas lenguas pero difieren en la lengua de herencia: un grupo de 10 niños hablantes de herencia de español (edad entre 8 y 10 años) y un grupo de 10 niños hablantes de herencia de neerlandés (entre 8 y 11 años). Estos dos idiomas tienen un sistema de género gramatical binario: mientras que el español diferencia masculino y femenino, el neerlandés diferencia común y neutro. Los resultados muestran que los niños hablantes de herencia de neerlandés no cometieron ningún error y que los niños hablantes de herencia de español tendieron a extender la forma masculina y a tener más problemas con los sustantivos femeninos y no canónicos. Este estudio corrobora que el input y el contexto lingüístico son factores importantes en la adquisición de rasgos lingüísticos, en este caso el género gramatical.

  • English

    This study examines Spanish gender in two groups of Spanish-Dutch bilingual children who share the same languages but differ in which one is their heritage language: a group of 10 Spanish heritage speaking children (ages 8-10) and 10 Dutch heritage speaking children (ages 8-11). These two languages have a binary grammatical gender system: while Spanish distinguishes between masculine and feminine gender, Dutch distinguishes between common and neuter. Results from an elicitation task show that the Dutch heritage speaking children performed better and that the Spanish heritage speaking children tended to extend the masculine form, and they also had more problems with feminine and non-canonical nouns. The study highlights the important role of both input and linguistic context, both essential factors in the acquisition of linguistic features, in this case, grammatical gender.

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