- Oxford Handbooks in Linguistics
- Copyright Page
- List of Abbreviations
- The Contributors
- Language Attrition and the Competition Model
- Language Attrition and the Feature Reassembly Hypothesis
- The Interface Hypothesis as a Framework for Studying L1 Attrition
- Implications of the Bottleneck Hypothesis for Language Attrition
- A Complex Dynamic Systems Perspective on Personal Background Variables in L1 Attrition
- Introduction to Psycholinguistic and Neurolinguistic Approaches to Language Attrition
- Language Attrition as a Special Case of Processing Change: A wider cognitive perspective
- Memory Retrieval and Language Attrition: Language loss or manifestations of a dynamic system?
- How Bilingualism Affects Syntactic Processing in The Native Language: Evidence from eye movements
- First Language Attrition and Developmental Language Disorder
- Ageing as a Confound in Language Attrition Research: Lexical retrieval, language use, and cognitive and neural changes
- Linguistic Regression in Bilingual Patients with Alzheimer’s Disease
- Electrophysiological Approaches to L1 Attrition
- Neuroimaging Perspectives on L1 Attrition and Language Change
- Introduction to Linguistic Factors in Language Attrition
- Phonetic Drift
- Phonetic Attrition
- Phonological Attrition
- Morphological Attrition
- Lexical Attrition
- Null and Overt Pronouns in Language Attrition
- Introduction to Extralinguistic Factors in Language Attrition
- Age Effects in Language Attrition
- The Impact of Frequency of Use and Length of Residence on L1 Attrition
- L1 Attrition, L2 Development, and Integration
- Language Contact and Language Attrition
- Introduction to L2 attrition
- Exploring the Impact of Extralinguistic Factors on L2/FL Attrition
- Syntax and Phonology in L2 Attrition: Modularity and resilience
- L2 Lexical Attrition
- Attrition studies on Japanese returnees
- Event-related Potentials as Metrics of Foreign Language Learning and Loss
- Introduction to Heritage Language Development
- Quantifying Language Experience in Heritage Language Development
- Intra-Generational Attrition: Contributions to heritage speaker competence
- 2L1 Simultaneous Bilinguals as Heritage Speakers
- Language Loss and Language Learning in Internationally Adopted Children: Evidence from behaviour and the brain
- Childhood Language Memory in Adult Heritage Language (Re)Learners
- Language Development in Bilingual Returnees
- Concluding remarks
- Annotated bibliography
- Oxford Handbooks in Linguistics
Abstract and Keywords
This chapter first reviews the authors’ investigations into the potential benefits of early childhood experiences with a heritage language on later language (re)learning among immigrant-background adults. It then turns to their newer investigation on how these findings might extend to better understand whether a brief re-exposure to the target language, in the form of a language class, can help adults who were internationally adopted as infants to access their early childhood language memory. Overall, there were clear advantages among adoptees after two weeks of re-exposure, in both phoneme perception and production. Although prior findings by the authors supported a rather robust adoptee relearner advantage over novice learners in phoneme perception, this group difference was more attenuated in the present study. Nonetheless, the sample means do consistently—numerically if not statistically—support an adoptee relearner advantage.
Janet S. Oh received her PhD in Psychology from UCLA. She is Professor of Psychology and Senior Director of Institutional Research at California State University, Northridge. Dr Oh’s work focuses on the experiences and development of children who come from linguistic minority backgrounds, including the development of children who are exposed to more than one language, as well as adults who are (re)acquiring their heritage language. Her current research focuses on the development of a three-language immersion model for preschoolers.
Terry Kit-fong Au obtained her PhD in Psychology from Stanford University. She was Associate Professor at Brown University and Professor at UCLA, and is currently Chair Professor of Psychology and holds the Karen Lo Eugene Chuang Professorship in Diversity and Equity at the University of Hong Kong. Professor Au is an elected Fellow of the Association of Psychological Science and has served as Associate Editor of the journal Developmental Psychology, and research grant panel member for NIMH, NIH, and the Research Grants Council of Hong Kong.
Sun-Ah Jun received her PhD in Linguistics from Ohio State University and is Professor at the Department of Linguistics at the University of California, Los Angeles (UCLA). Her research focuses on intonational phonology, prosodic typology, the interface between prosody and the various subareas of linguistics, and language acquisition. She has published the book, The Phonetics and Phonology of Korean Prosody: Intonational Phonology and Prosodic Structure (Garland 1996) and edited two volumes of Prosodic Typology: The Phonology of Intonation and Phrasing (Oxford University Press, 2005 & 2014).
Richard M. Lee, PhD is the Distinguished McKnight University Professor in the Depart- ment of Psychology at the University of Minnesota, Twin Cities Campus. His research focuses on the psychological aspects of culture, race, and ethnicity and its role in the development, well-being, and mental health of racial and ethnic minority youth and families. Since 2000, he has been studying the transnational and transracial experiences of families and children who were adopted internationally from South Korea.
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