In English, bilingual children in dual language programs develop at the same rate as monolingual peers in production and, furthermore, bootstrapping effects were found in the comprehension of the early bilingual children (heritage and L2ers with AoA of 3). The findings indicate that children’s performance is modulated by AoA, but not necessarily context of acquisition. The participants were divided into five groups: 42 heritage learners 35 L2 learners with AoA of Spanish of 3 46 L2 learners with AoA of Spanish of 5 40 English monolinguals 39 monolingually-raised Spanish dominant children. These included a fill in the blanks task, a picture matching task and a forced choice task. In this study, 200 participants aged 3 to 7 took part in three experimental tasks to assess their comprehension, production and judgments of subject-verb agreement. Thus, this dissertation explores how English and Spanish subject-verb agreement morphology develops in different types of bilingual children who attend dual language schools and examines how age of acquisition (AoA) and varying learning contexts modulate this timeline, thereby contributing to our understanding of the acquisition process and, in particular, the access and retrieval of functional features. In second language (L2) and heritage speaker populations, Spanish agreement morphology has been shown to be prone to residual optionality, even at advanced levels (i.e. Description Cross-linguistically, monolingual children produce target-like inflected verb forms in their speech much earlier than they are able to reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e.
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