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<title><string language="fre"><![CDATA[Trilingual effects at the microstructure and macrostructure levels in children’s narratives / Mihaela Pirvulescu]]></string></title>
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<string language="fre"><![CDATA[Trilingual effects at the microstructure and macrostructure levels in children’s narratives / Mihaela Pirvulescu, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp 
(Technische Universität Braunschweig), Tanja Kupisch (Universität 
Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.
Our
study examines the narrative productions of trilingual children in Romanian,
English and French. The children
grew up speaking
their heritage (minority) language at home,
English as their main language of the society, and
French through the immersion system, starting at age 6. 
The
effects of learning two or three languages have been probed at the levels of
the lexicon and grammar, especially with bilingual children, or with adults
whose third-language acquisition is influenced by their first or second
languages (Cummins, 2005; Montrul, 2013; Rothman, 2015). While recent studies have mainly looked at patterns
and directionality of transfer, our contribution
uncovers patterns of development in each of the three languages taking the
perspective of mutual interaction among the three languages. We show that trilingual acquisition leads to effects
in each of the language
acquired, the main consequence being the introduction of optionality in diverse
grammatical domains. 
Data
were elicited through the Frog series (Mayer, 1969) in each language. 72
narratives were elicited form 13 children (8 to 11 year-olds). Children are
comparable with each other in terms of amount of exposure to each of their
three languages. 
We
analyzed macrostructure and microstructure elements. For microstructure we measured
morphosyntactic complexity (verbal
density), lexical richness
(Guiraud’s index) and accuracy (rate of
error-free utterances). We ran a quantitative/qualitative analysis
of the inflectional morphology.
For macrostructure we used the narrative structure scheme (NSS, Heilmann et
al., 2010).
Results
for the NSS point to the transferability of ‘story grammar’; scores were not
significantly different between languages (Figure 1). These findings raise the
possibility that telling stories benefits from school-based education and that
the macrostructures of storytelling are transferable across languages (Paradis,
2014, Pearson, 2002). Results for microstructure elements show an advantage for
the majority language (English). In addition, Romanian (heritage language)
scores on vocabulary richness
and accuracy on pair with English while
it significantly lags behind French and English on the morphosyntactic
score (Table 1). However, problematic areas in inflectional morphology exist in
all three languages. The heritage language has been characterized as prone to
omission and substitution errors, as well as overall simplification; we found
the same in some domains in all the languages of a trilingual child. The areas
affected in the three languages are omission and inconsistent marking of
definiteness and definiteness agreement, subject-verb agreement morphology and
omission/selection of prepositions. We explore possible explanations at the
level of processing or mental representation.]]></string></description>
<keyword><string language="fre"><![CDATA[analyse du discours narratif]]></string></keyword><keyword><string language="fre"><![CDATA[multilinguisme chez l'enfant]]></string></keyword><keyword><string language="fre"><![CDATA[morpho-syntaxe]]></string></keyword>
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NOTE:Mihaela Pirvulescu is Associate Professor at University of Toronto (Mississauga, Canada) and Associate Chair, Graduate &amp; Coordinator, Graduate Admissions and Funding. Ses travaux de recherche portent notamment sur l'acquisition de la langue maternelle, le bilinguisme, l'acquisition d'une langue seconde (enfants), la théorie linguistique (syntaxe et morphologie), l’intégration des nouvelles technologies dans l’enseignement du français langue seconde. &gt; Voir sa page personnelle (Univ. Toronto). 
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