Development of tense markers in typically developing Kannada English sequential bilinguals
Keywords:Bilingualism, Kannada, language, Tenses, Sequential Bilingual
The majority of children across the globe grow up speaking more than one language. Even in India due to a wide range of diversity children get exposed to different languages simultaneously or sequentially. The present study aims to profile the acquisition of tense markers in typically developing Kannada-speaking children learning English as a second language. A total of 30 typically developing bilingual children were taken from age 5.6 to 6.6 (G1), 6.7 to 7.6 (G2), and 7.7 to 8.6 (G3). One-way ANOVA with post hoc Bonferroni adjustment was done to find the significant correlation. There was no significant difference between the groups for the simple present tense in Kannada as well as English. Whereas, in the simple past tense, results revealed there was a significant difference between the languages across groups. The subsequent post hoc Bonferroni adjustment revealed a highly significant difference between Kannada and English in G1 and G2. However, the statistical significance was also seen in G3. Similar results were found in the simple future tense, there was a significant difference between the languages across groups. There is a highly significant difference between Kannada and English in G1 and G2. The statistical significance was also seen in G3; however, the performance was better in English when compared to Kannada. From the above results, we can conclude that as there is a certain developmental trend seen in the Kannada – English sequential bilingual. Overall, bilingual performs better in L1 than L2 when tense markers were considered.
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