Chapter
1.3 The ecology of bilingual development
1.4 The Hong Kong speech community
1.5 Bilingual development and language contact
1.6 Mechanisms of language contact
1.6.1 Contact-induced grammaticalization
2.1 Epistemological status of bilingual acquisition
2.1.1 Bilingual acquisition and second language acquisition
2.1.2 Forms of early bilingualism
2.2 The logical problem of bilingual acquisition and the poverty of the dual stimulus
2.3 Language differentiation in bilingual acquisition
2.4 Language dominance in early bilingual development
2.4.1 Defining language dominance
2.5 Cross-linguistic influence in bilingual development
2.5.1 Defining transfer and cross-linguistic influence
2.5.2 Language dominance and transfer
2.5.3 Bilingual bootstrapping and developmental asynchrony
2.6 Input ambiguity and learnability
2.6.1 Ambiguous data and unambiguous triggers in first language acquisition
2.6.2 Input ambiguity in bilingual development
2.6.3 Forms of input ambiguity
2.7 Vulnerable domains in bilingual development
2.8 Bilingual development and language contact
2.8.1 Creoles and other contact languages
2.8.2 Children versus adults in the development of contact languages
2.8.3 Child bilingualism in the formation of contact languages
3.1 Methodologies in the study of bilingual acquisition
3.1.2 Advantages and limitations of studying spontaneous speech
3.1.4 Longitudinal corpus data
3.1.5 Experimental methods
3.1.6 Studying and sampling input
3.2 The Hong Kong Bilingual Child Language Corpus and other data for this study
3.2.1 Children for our case study
3.2.5 The Hong Kong Cantonese Child Language Corpus (Cancorp)
3.3 Quantitative measures of bilingual development: language dominance and MLU differentials
3.3.1 Measuring dominance: MLUw
3.4 Other indicators of language dominance
3.4.1 Language preferences and silent periods
4 Wh-interrogatives: to move or not to move?
4.1 Wh-interrogatives in English and Cantonese
4.1.1 Wh-in-situ in Chinese
4.1.2 Wh-in-situ in English
4.2 Wh-interrogatives in bilingual children
4.2.1 Methodological preliminaries
4.2.2 Wh-in-situ in monolingual acquisition of English
4.2.3 Wh-in-situ interrogatives in the bilingual children’s English
4.2.4 Bilingual and monolingual acquisition of wh-questions compared
4.2.5 Quantitative and qualitative analysis of wh-in-situ
4.3 Emergence and order of acquisition of wh-phrases in English and Cantonese: bilingual and monolingual children compared
4.3.1 Split what questions
4.3.3 Possessive whose questions
4.3.5 Multiple wh-questions
4.3.6 Partial wh-movement
4.3.8 Subject – auxiliary inversion and wh-questions
4.4 Discussion: language dominance, input ambiguity and asymmetry
4.4.3 Asymmetry in direction of transfer
4.5 Wh-in-situ in contact languages
4.5.1 Singapore Colloquial English
4.5.2 Chinese Pidgin English
5 Null objects: Dual Input and Learnability
5.1 Null objects in adult Cantonese
5.2 Null objects in English: cross-linguistic influence and learnability
5.2.1 Object omissibility in adult English
5.2.2 Object omissibility in monolingual English development
5.2.3 Comparing null objects in bilingual and monolingual English
5.3 Input ambiguity and language dominance
5.3.1 Input ambiguity in the transfer of null objects
5.3.2 Null objects and language dominance
5.3.3 Resolution of non-target structures
5.4 Null objects in Singapore Colloquial English
6 Relative clauses: transfer and universals
6.1.1 Typological distribution of prenominal relative clauses
6.1.2 Relative clauses in adult English and Cantonese
6.2 Development of prenominal relative clauses in the bilingual children
6.2.1 Functions of relative clauses in the diary data
6.2.2 Prenominal relatives in Timmy’s English
6.2.3 Prenominal relatives in Timmy’s Cantonese
6.2.4 Prenominal relatives in Sophie and Alicia
6.2.5 Bilingual and monolingual development of relative clauses compared
6.3 The emergence of postnominal relatives in English
6.3.1 Resumptive pronouns
6.3.2 The transition from prenominal to postnominal relatives
6.4 Accounting for transfer
6.4.1 Language dominance and developmental asynchrony
6.4.2 Relative clauses and other prenominal modifiers
6.4.3 Object relatives and parsing
6.5 Relative clauses in Singapore Colloquial English
6.5.2 Head-initial vs. head-final relatives
6.5.3 That-relatives vs. wh-relatives
7 Vulnerable domains in Cantonese and the
directionality of transfer
7.1 Placement of prepositional phrases in bilingual children’s Cantonese
7.1.1 Placement of prepositional phrases in English and Cantonese
7.1.2 Placement of Cantonese locative prepositional phrases with hai2 ‘at’ in bilingual and monolingual children
7.1.3 Discussion: structural overlap and input ambiguity
7.1.4 Word order universals
7.2 Dative constructions with bei2 ‘give’ in bilingual children’s Cantonese
7.2.1 The dative construction in English and Cantonese
7.2.2 Variants of the canonical dative construction
7.2.3 Bilingual and monolingual children’s full bei2 ‘give’ datives compared
7.2.4 Discussion: properties of the input
7.2.5 Code-mixing in dative constructions
7.2.6 Other dative verbs: novel use of buy and maai5 ‘buy’ in the bilingual data
7.2.8 Datives in typology and in contact languages
7.2.9 Contact-induced word order change
7.3 Bidirectional transfer in verb-particle constructions in bilingual development
7.3.1 Verb-particle constructions in English and Cantonese
7.3.2 Bilingual development of verb-particle constructions
8 Bilingual development and contact-induced
grammaticalization
8.1 Contact-induced grammaticalization
8.1.1 ‘Ordinary’ contact-induced grammaticalization
8.1.2 Replica grammaticalization
8.1.3 Contact as catalyst and principles of grammaticalization
8.2 Already as marker of perfective aspect
8.2.1 Already in Singapore Colloquial English (SCE)
8.2.2 Already in bilingual development
8.3 Give-passives and replica grammaticalization
8.3.1 Give-passives in Malay contact varieties
8.3.2 Give-passives in Singapore Colloquial English
8.3.3 Ontogenetic grammaticalization of give in bilingual children
8.3.4 Dative constructions with bei2 ‘give’
8.4.1 Grammaticalization of one in Singapore Colloquial English (SCE)
8.4.2 One-relatives in Cantonese-English bilingual children
8.4.3 SCE and bilingual development compared
9 Conclusions and implications
9.1.1 Bilingual development of grammatical systems
9.1.2 Language dominance and input ambiguity
9.2 Methodological issues
9.3 Implications for first and second language acquisition
9.4 Implications for language contact
9.5 Prospects for future research
The Bilingual Child
：Early Development and Language Contact
( Cambridge Approaches to Language Contact )
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