TY - JOUR

T1 - Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers

AU - Kupisch, Tanja

AU - Rothman, Jason

N1 - Publisher Copyright: © The Author(s) 2016.

PY - 2018/10/1

Y1 - 2018/10/1

N2 - This paper integrates research on child simultaneous bilingual acquisition more directly into the heritage language acquisition literature. The child simultaneous bilingual literature mostly focuses on development in childhood, whereas heritage speakers are often tested at an endstate in adulthood. However, insights from child simultaneous bilingual acquisition must be considered in heritage language acquisition theorizing precisely because many heritage speakers demonstrate the adult outcomes of child simultaneous bilingual acquisition. Data from child simultaneous bilingual acquisition raises serious questions for the construct of incomplete acquisition, a term broadly used in heritage language acquisition studies to describe almost any difference heritage speakers display from baseline controls (usually monolinguals). We offer an epistemological discussion related to incomplete acquisition, highlighting the descriptive and theoretical inaccuracy of the term. We focus our discussion on two of several possible causal factors that contribute to variable competence outcomes in adult heritage speakers: input and formal instruction in the heritage language. We conclude by offering alternative terminology for heritage speaker outcomes.

AB - This paper integrates research on child simultaneous bilingual acquisition more directly into the heritage language acquisition literature. The child simultaneous bilingual literature mostly focuses on development in childhood, whereas heritage speakers are often tested at an endstate in adulthood. However, insights from child simultaneous bilingual acquisition must be considered in heritage language acquisition theorizing precisely because many heritage speakers demonstrate the adult outcomes of child simultaneous bilingual acquisition. Data from child simultaneous bilingual acquisition raises serious questions for the construct of incomplete acquisition, a term broadly used in heritage language acquisition studies to describe almost any difference heritage speakers display from baseline controls (usually monolinguals). We offer an epistemological discussion related to incomplete acquisition, highlighting the descriptive and theoretical inaccuracy of the term. We focus our discussion on two of several possible causal factors that contribute to variable competence outcomes in adult heritage speakers: input and formal instruction in the heritage language. We conclude by offering alternative terminology for heritage speaker outcomes.

KW - Heritage language

KW - heritage speaker bilinguals

KW - incomplete acquisition

KW - input

KW - schooling

KW - simultaneous bilinguals

UR - http://www.scopus.com/inward/record.url?scp=85054149897&partnerID=8YFLogxK

U2 - 10.1177/1367006916654355

DO - 10.1177/1367006916654355

M3 - Journal article

AN - SCOPUS:85054149897

VL - 22

SP - 564

EP - 582

JO - International Journal of Bilingualism

JF - International Journal of Bilingualism

SN - 1367-0069

IS - 5

ER -