Resumen de Dominant-while-speaking: How bilingual Norwegian–English children conceptualize goal-oriented motion events

Hanna Andresen, Renate Delucchi Danhier, Barbara Mertins

• Aim:

  This study investigates how simultaneous bilingual Norwegian–English children conceptualize goal-oriented motion events in their two languages, which have different and partly conflicting language-specific conceptualization patterns (the so-called holistic, endpoint-oriented perspective vs. a phasal perspective with focus on ongoingness).

  Design:

  The experiment combined three different methodologies to measure attention to endpoints: elicitation of spoken data, eye-tracking, and a subsequent memory test. A total of 23 bilingual Norwegian–English children participated on a separate day for each language. The comparison groups comprised monolingual Norwegian children (n = 21), first language (L1) Norwegian adults (n = 30), and L1 English adults (n = 20).

  Data and analysis:

  The statistical analysis included calculations of endpoints mentioned and endpoints remembered in each language and for both sessions, and an event-related analysis was conducted to establish the total length of all fixations on the areas of interest (AoIs [the endpoints]), in each language and for both sessions.

  Findings/conclusions:

  The results showed an effect of the language of operation on conceptualization, independent of language dominance, but depending on the situation. In their first session, the bilingual children showed a strong awareness of the prototypical conceptualization pattern in the language they were speaking. In their second session, the children’s conceptualization was influenced by their first. Hence, we can talk about a flexible conceptual dominance linked to language, the situation, and to previous experience.

  Originality:

  This study for the first time explores simultaneous bilingual children’s conceptualization of goal-oriented motion events in their two languages and with different methodologies.

  Significance/implications:

  This study brings new insights into our understanding of early bilingualism at a conceptual level, with implications for the field, but also for parents, caregivers, and stakeholders, who at times need to be reminded about children’s unique capacity for language learning.