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Acquisition and cognition 2007

Themes and actions

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Team webmaster : Caroline CAUTAIN, Florence CHENU


  Contact person
Harriet JISA

Scientific framework and objectives

One characterisation of bilingual development is the following: the two languages develop simultaneously and in the same way as for a monolingual child (De Houwer 1990, Leopold 1939-49, Meisel 1989). The bilingual children studied in this operation do not develop in this way. Instead, they show considerable differences in the development of their two languages. We address the following questions: how does the development of the weak language differ from the development of that language in monolingual children? Is development simply retarded or is it divergent?


Two studies have been undertaken, one dealing with simultaneous acquisition of French and English by two children born in France in a one language – one person situation and the other dealing with the consecutive acquisition of Turkish and French by 100 children between the ages of 5 and 10, born in France of parents born in Turkey.

  Financial support
  • Direction de la Recherche et des Etudes Doctorales

    Ministère de l'Education Nationale et de la Culture
  • Délégation Générale à la langue française

    Délégation Générale à la langue française
  • APN


  • Akinci, M.A., Jisa, H., Kern, S., 2001b, "Influence of L1 Turkish on L2 French narratives. ", in Narrative development in a multilingual context, 23, Verhoeven, L., Stömqvist, S. (eds), Amsterdam/Philadelphia, John Benjamins Publishing Compagny., pp. 189-208.
  • Jisa, H., 2000b, "Language mixing in the weak language: Evidence from two children", Journal of Pragmatics, 32, pp. 1363-1386
  • Jisa, H., 1998a, "La langue faible (l'anglais) chez un enfant bilingue anglais-français", LINX, 38, pp. 81-99
  • Jisa, H., 1997, "L'interaction adulte-enfant et le développement de la langue faible", CALAP, 15, pp. 73-98

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