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

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.