Grammatical gender-marking ability of multilingual children in French immersion

Aims and objectives/purpose/research questions: We explored the advantage of bilingualism and the effect of linguistic proximity on the acquisition of determiner-noun agreement, an aspect of inflectional morphology, in a French immersion setting. To our knowledge, third language acquisition literature has yet to provide evidence of a bilingual advantage in learning a particular feature of morphology in an additional language among young children. Design/methodology/approach: We compared accuracy in determiner-noun agreement on a narrative task in three groups of grade 1 and 2 students ( n = 15 in each group): a group of third language French learners whose first language marked gender, a group of third language French learners whose first language did not mark gender, and a group of English learners learning French as a second language. Data and analysis: If the determiner and the noun agreed in gender, gender on the determiner was considered correct. A repeated measures factorial ANCOVA was carried out to compare the performance among the three language groups on the proportion of correctly marked masculine and feminine nouns. Findings/conclusions: All of the children achieved high levels of accuracy on masculine nouns with no difference among the three language groups on the proportion of correctly marked masculine nouns. There was a significant difference in the proportion of correctly marked feminine nouns in favour of the group whose first language marks gender compared to the other two groups. Originality: The current study supports transfer in the domain of morphology among primary-school-aged children (who are first language speakers of diverse minority languages) in the early stages of third-language French acquisition. Significance/implications: This finding provides preliminary evidence of a bilingual advantage in the domain of morphology among young, emergent trilinguals whose first language and third language share gender marking as a linguistic feature, supporting the linguistic proximity model.