Dr Coralie Hervé worked on a two-year project to study the differences in the speech of children who have been bilingual since birth compared to adults who choose to learn a second language later in life.
We know that bilingual children pass similar linguistic milestones as monolingual children as they acquire their two languages. While bilingual children acquire their two languages as largely separate language systems, we know that there are also some minor language interactions, known as cross-linguistic influence (CLI). This phenomenon is also evidenced in the context of second language acquisition.
A sentence self-paced reading paradigm, a psycholinguistic method where participants read, at their own pace, passages of text on a computer screen, was used in two studies.
This project is funded by Marie Skłodowska-Curie Actions. Along with individual fellowships, the MSCA help develop training networks, promote staff exchanges and fund mobility programmes with an international flavour.