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Accelerated Acquisition in Spanish-English Bilinguals: The Structural Transfer Hypothesis

By Lisa Hsin


The bilingual child does not fuse the two languages to which she is exposed; rather, in each language, most of the milestones she reaches, and even most of the errors she makes, align neatly with those of a monolingual acquiring that language. Hence it is generally agreed that the bilingual child acquires two separate grammars (e.g., Meisel, 1989, Genesee et al., 1995). Yet this separation does no

Year: 2013
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