Input Language (English, Polish) and Monolingual and Bilingual Children's Use of Compounding and Derivational Word-Formation Processes.

Abstract

Successful use of word-formation strategies is fundamental for children's language development and vocabulary expansion (Clark, 2009, First language acquisition. Cambridge University Press). Notably, English-speaking children tend to use compounding (i.e., the joining of two roots/free morphemes) to form new words, a word-formation device highly productive in English. In contrast, Polish-speaking children rely more on derivation (i.e., the addition of an affix/bound morpheme to a root), a device which is highly productive in Polish. Less is known about how bilingual children apply word-formation devices. Thus, monolingual (English) and bilingual (English/Polish) children completed a word-formation task designed to elicit compounding (root, synthetic) and derivation (noun, verb, adjective). Results showed that bilingual children tested in Polish used more derivation and less compounding than children tested in English (monolingual, bilingual). These findings and others are discussed in terms of how bilingual children's input and testing languages may influence their use of word-formation devices.