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Language Acquisition and Use in Multilingual Contexts Flyman Mattsson, Anna; Norrby, Catrin 2013 Link to publication Citation for published version (APA): Flyman Mattsson, A., & Norrby, C. (Eds.) (2013). Language Acquisition and Use in Multilingual Contexts. (Travaux de l'Institut de Linguistique de Lund; Vol. 52). [Publisher information missing]. 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LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 TRAVAUX DE L’INSTITUT DE LINGUISTIQUE DE LUND 52 Language Acquisition and Use in Multilingual Contexts Theory and Practice Anna Flyman Mattsson & Catrin Norrby (eds.) © 2013 The authors Travaux de l'Institut de linguistique de Lund 52 ISSN 0347-2558 ISBN 978-91-7473-625-0 (print) ISBN 978-91-7473-626-7 (pdf) Printed by Media-Tryck, Lund University Lund 2013 Gisela Håkansson 65 years 21 July 2013 Tabula Gratulatoria Malin Ågren Jan Einarsson Merle Horne Lund Lund Lund Gilbert Ambrazaitis Lena Ekberg & Alex Housen Lund Christer Platzack Bryssel Lund & Stockholm, Annika Andersson Leena Huss Lund Lund Uppsala Maria Eklund Kristina Asker Kenneth Hyltenstam Heinonen Uppsala Stockholm Uppsala Monica Axelsson Institutionen för Enheten för nordiska Stockholm svenska och språk flerspråkighet Kristof Baten Vasa universitet Stockholms Gent Anna Flyman universitet Camilla Bettoni Mattsson Lise Iversen Verona Lund Kulbrandstad & Lars Siv Björklund Qarin Franker Anders Kulbrandstad Vasa Göteborg Elverum Ulla Börestam, Anne Golden Sofie Johansson Uppsala Oslo Kokkinakis Göteborg Sally Boyd Jonas Granfeldt Göteborg Lund Victoria Johansson Lund Barbro Bruce Ann-Sofi Green Malmö Lund Gunlög Josefsson Lund Lena Bruzaeus Marianne Gullberg Staffanstorp Lund Marit Julien Lund Aafke Buyl Pia Gustafsson Bryssel Lund Päivi Juvonen Stockholm Gunilla Byrman Björn Hammarberg & Växjö Britta Hammarberg Marie Källkvist Stockholm Lund Anna Cabak Rédei Lund Kristina Hansson Anastasia M Karlsson Lund Lund Gerd Carling Lund Christina Hedman Satomi Kawaguchi Stockholm Sydney Ylva Carlsson Stockholm Staffan Hellberg Kristin Kersten Solna Hildesheim Lars Olof Delsing Lund Anne Holmen Jörg-U. Kessler Köpenhamn Ludwigsburg Bruno di Biase Sydney Arthur Holmer Iwona Kowal Lund Kraków Verner Egerland Lund Lars Larm Carita Paradis Jan-Olof Svantesson Lund Lund Lund Hanna Lehti-Eklund Anders Philipsson Gudrun Svensson Helsingfors Stockholm Växjö Sara Lenninger Manfred Pienemann Jan Svensson Lund Paderborn & Lund Newcastle Anke Lenzing Kari Tenfjord Paderborn Henrik Rahm Bergen Lund Inger Lindberg Vi Thanh Son Stockholm Anne-Charlotte Lund Rendahl Jan Lindström Anita Thomas Stockholm Helsingfors Lund Andreas Rhode Linnéuniversitetet Sofia Tingsell Köln Växjö & Kalmar Göteborg Maria Rydell Karen Lund Karina Vamling Stockholm Köpenhamn Malmö Marie Rydenvald Kazuyo Lundström Joost van de Weijer Göteborg Lund Lund Eva-Kristina Salameh Benjamin Lyngfelt Ulla Veres Malmö Göteborg Göteborg Susan Sayehli Maisa Martin Åke Viberg Lund Jyväskylä Uppsala Susanne Schötz Nisse, Mattis & Kaarlo Voionmaa Lund Malva Mattsson, Göteborg Lund Halldór Ármann Sigurðsson Birgitta Waters Tim McNamara Lund Växjö Melbourne Berit Söderman Åsa Wengelin Jürgen M. Meisel Uppsala Göteborg Hamburg & Calgary SOL-biblioteket Åsa Wikström Martin Mirko Lunds universitet Lund Stockholm Göran Sonesson Elisabeth Zetterholm Shidrokh Namei Lund Växjö Uppsala Anja Steinlen Jordan Zlatev Ulrika Nettelbladt Nürnberg Lund Lund Michaël Stenberg Catrin Norrby Lund Stockholm Sven Strömqvist Anders Ohlsson Lund Lund Gunlög Sundberg Tore Otterup Stockholm Göteborg Table of Contents Anna Flyman Mattsson & Catrin Norrby Introduction .................................................................................................... 9 Aafke Buyl & Alex Housen Testing the applicability of PT to receptive grammar knowledge in early immersion education Theoretical considerations, methodological challenges and some empirical results ............................................................................................ 13 Jonas Granfeldt & Malin Ågren Stages of processability and levels of proficiency in the Common European Framework of Reference for Languages The case of L3 French.................................................................................... 28 Marianne Gullberg So you think gestures are compensatory? Reflections based on child and adult learner data ....................................... 39 Arthur Holmer Parallel grammars On being separated by a common language ................................................ 50 Merle Horne Acquisition of prosody Word accents, phrasing, and morphosyntax in a Swedish-English bilingual child at 30–32 months of age ......................................................... 60 Victoria Johansson Writing – it’s like learning a new language! ................................................ 70 Marie Källkvist Bilingualism in the university classroom and student engagement in deep learning approaches ........................................................................ 80 Satomi Kawaguchi The relationship between lexical and syntactic development in English as a second language ....................................................................... 92 Kristin Kersten & Andreas Rohde Teaching English to young learners ........................................................... 107 Inger Lindberg & Kenneth Hyltenstam Flerspråkiga elevers språkutbildning ......................................................... 122 Manfred Pienemann, Jörg-U. Keßler & Anke Lenzing Developmentally Moderated Transfer and the role of the L2 in L3 acquisition .................................................................................................. 142 Eva-Kristina Salameh & Ulrika Nettelbladt Learning in two languages Consequences for lexical development in Swedish and Arabic .................. 160 Anja K. Steinlen “Flera språk – fler möjligheter” – Immigrant children’s acquisition of English in bilingual preschools ............................................................... 170 Jan-Olof Svantesson Mongolisk skrift, mongoliska staten och mongolisk nationalism ............ 185 Joost van de Weijer The Obligatory Contour Principle in Swedish ............................................ 194 Elisabeth Zetterholm Svenska med en touch av Aussie ............................................................... 203 Introduction Anna Flyman Mattsson Catrin Norrby This volume brings together current linguistic research in a range of pre- dominantly multilingual contexts. The authors draw on data from different languages and speech communities around the world, and together the chapters offer a broad picture of language acquisition, development and use – among both children and adults. While this is a valuable undertaking in its own right, the main reason for this collection is to pay tribute to Gisela Håkansson on her 65th birthday. Throughout her career Gisela Håkansson has made, and continues to make, a very significant contribution to the field of linguistics, in particular through her research in first and second language acquisition, multilingualism and language impairment. The authors and editors of this volume have all collaborated with Gisela in one way or other: as partners in international and national research projects, or as colleagues, particularly in the Centre for Languages and Literature at Lund University, where she is professor of linguistics. Through her research, inspirational teaching and public engagements in the wider community, she is also a mentor and friend. Many colleagues, former students and friends, in Sweden and abroad, wish to congratulate Gisela on her birthday, which the tabula gratulatoria bears witness to. The 16 peer-reviewed chapters, organised alphabetically, are briefly introduced below. The volume opens with a contribution by Aafke Buyl and Alex Housen which explores the applicability of Processability Theory (PT) to L2 recep- tive grammar acquisition. The analysis of comprehension data from an immersion school in Brussels, where francophone children learn English as L2, suggests that L2 receptive grammar acquisition is governed by the same processing procedures as productive grammar acquisition, with results over- all in line with the general predictions of PT. PT also provides the theoretical underpinning for the chapter by Jonas Granfeldt and Malin Ågren in which they investigate the relationship bet- ween second language development, as outlined in PT, and second language proficiency as measured by the CEFR test, based on written L3 French data produced by Swedish secondary school students. The results show a corre- lation between CEFR ratings and the PT analysis, particularly at lower 9
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