This multiple case study focuses on phonetic-phonological development of L2 French in early Swedish-speaking learners. More specifically it describes the development of Voice Onset Time (VOT) and liaison in early L2 learners as compared to simultaneous Swedish-French bilinguals and monolingual French children. The results indicate that although the L2 learners present initial similarities with adult L2 learners, more advanced productions resemble those of simultaneous bilinguals. The data from this multiple case study thus appear to support the idea of a cL2 mode of acquisition also in the domain of phonology.

An unresolved question in early child bilingualism research concerns the extent to which the acquisition of semantic and conceptual domains is affected by age of onset. This paper compares how reference to caused motion events (Talmy 2000) is acquired in French by early successive and simultaneous bilingual children. Elicited event verbalizations reveal that both bilingual groups diverge considerably from monolingual children and manifest response tendencies mid-way between English and French monolinguals. The effect of age of onset is outweighed by language-specific factors that give rise to convergence strategies. This result is argued to be motivated by the lack of transparency associated with the French system and the partial overlap with English.

The aim of our study is to understand the role of home language practices in the language development of 6 Turkish-French early bilingual preschool children (3-5 years old) from immigrant background and having different home language practices such as essentially Turkish and a mix of Turkish and French. The data consists of verbal interactions between the adults and the children in which we have studied the diversity of discourse genres. The results show that home language practices have an impact on the interactional and language competences of children. As indicated by some of the results, children who mostly practice Turkish at home are dominant in Turkish whereas those who practice more French at home are dominant in French which is reinforced by school. However, at the end of the second year of preschool (5 years old), there are few differences in French among the groups, which shows that French, as the school language, is acquired more or less at the same degree by all children, independently of their home language practices.

In this article we present an experimental study with a cognitive approach to Spanish as a Foreign Language (SFL). Its aim was to examine response time (rt) during error repair in the use of prepositions a, de, en, por and para following the introduction of a modality of metalinguistic Written Corrective Feedback (WCF) (direct and indirect). Rt’s were measured in 2 instances: (1) when subjects answered ítems correctly the first time, (2) when they answered correctly after a strategy of WCF. Results indicate that rt’s of correct answers in the firs tinstance are higher tan rt’s that follow WCF, and that competence level is a key factor that has an impact in higher or lower correction and rt’s.