Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - TERMINOLOGY MATTERS on THEORETICAL GROUNDS TOO! COHERENT GRAMMARS CANNOT BE INCOMPLETE
AU - Bayram, Fatih
AU - Kupisch, Tanja
AU - Pascual Cabo, Diego Y.
AU - Rothman, Jason
PY - 2019/5/1
Y1 - 2019/5/1
N2 - Herein, we provide counterargumentation to some of Domínguez, Hicks, and Slabakova's claims that the term incomplete acquisition is conceptually necessary on theoretical grounds for describing the outcome grammars of heritage language bilingualism. Specifically, we clarify their claim that previous challenging of the term in our and others' work is primarily based on a misconceived belief that incompleteness is intended to describe heritage speakers. We contextualize and problematize their appropriation of descriptive constructs in the adjacent fields of child L1, child 2L1, and adult L2 acquisition as a basis for supporting their general thesis. Relatedly, we conclude that a fundamental blurring of development and ultimate attainment issues is at the core of what, in our view, is flawed reasoning. While we empathize with the well-intentioned spirit of Domínguez et al.'s article - to provide a forum for respectful discussion - we invite the field to engage more directly with the inherent quandary of labeling the coherent grammars of heritage bilinguals in their own right as incomplete on the basis of differences to standard varieties.
AB - Herein, we provide counterargumentation to some of Domínguez, Hicks, and Slabakova's claims that the term incomplete acquisition is conceptually necessary on theoretical grounds for describing the outcome grammars of heritage language bilingualism. Specifically, we clarify their claim that previous challenging of the term in our and others' work is primarily based on a misconceived belief that incompleteness is intended to describe heritage speakers. We contextualize and problematize their appropriation of descriptive constructs in the adjacent fields of child L1, child 2L1, and adult L2 acquisition as a basis for supporting their general thesis. Relatedly, we conclude that a fundamental blurring of development and ultimate attainment issues is at the core of what, in our view, is flawed reasoning. While we empathize with the well-intentioned spirit of Domínguez et al.'s article - to provide a forum for respectful discussion - we invite the field to engage more directly with the inherent quandary of labeling the coherent grammars of heritage bilinguals in their own right as incomplete on the basis of differences to standard varieties.
U2 - 10.1017/S0272263119000287
DO - 10.1017/S0272263119000287
M3 - Journal article
AN - SCOPUS:85068526040
VL - 41
SP - 257
EP - 264
JO - Studies in Second Language Acquisition
JF - Studies in Second Language Acquisition
SN - 0272-2631
IS - 2
ER -