Bilingual Acquisition: Pedagogical implications for teaching present indicative tense in French

Authors

  • Alina Signoret Dorcasberro Universidad Nacional Autónoma de México

DOI:

https://doi.org/10.32870/vel.vi6.55

Keywords:

Coordinate, compound,, subtractive,, bilingualism

Abstract

To analyze bilingual acquisition, links are made between contributions of studies on bilingualism and those of error analysis and interlanguage studies, which consider language acquisition as the development of a transitional competence. This evolution is apparent in the development of particular linguistic structures, such as present indicative morphology in written French. It can be seen that discourse of 30 Mexican university students who completed 140 hours of learning contains both inter- and intralingual features, but the proportions of these in our sample suggest that the student’s interlanguage is no longer characteristic of subtractive and compound bilingualism, both relying on the mother tongue, but rather of incipient coordinate bilingualism.

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Author Biography

Alina Signoret Dorcasberro, Universidad Nacional Autónoma de México

Directora del Centro de Enseñanza de Lenguas Extranjeras a partir de 2009. Labora en el CELE desde 1980, durante este lapso ha dado cursos de Francés, de Psicolingüística, y de Adquisición de segundas lenguas, estos últimos, en Cursos de Formación y de Maestría. Ha publicado numerosos artículos acerca de esos temas, y ha participado también en numerosos congresos nacionales e internacionales. Es coautora del Curso General de Comprensión de Textos en Francés y del texto Temas sobre la Adquisición de una Segunda Lengua.

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Alina Signoret Dorcasberro

Published

2015-12-01

How to Cite

Signoret Dorcasberro, A. (2015). Bilingual Acquisition: Pedagogical implications for teaching present indicative tense in French. Verbum Et Lingua: Didáctica, Lengua Y Cultura, (6), 76–93. https://doi.org/10.32870/vel.vi6.55