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By Lee

This text overviews the learn at the advanced courting betweenbilingualism and cognitive improvement and the real implications ofthis dating for bilingual schooling. contemporary experiences are mentioned thatexamine the cognitive improvement in bilingual childrens with reference tometalinguistic expertise, notion formation, and analogical reasoning. Acase is made for additive bilingual guide in early youth courses asa technique of reinforcing the efficient and receptive wisdom of the firstlanguage in this severe interval of linguistic, social, and cognitivedevelopment.

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Agua fuerte Figure 5. Table 5. Examples of definite article allomorphy in target Spanish (Harris 1989: 347)a a. el#Áa el Áagua el Áarma el Áalma el águila el área el Áama b. el+noun el aguafÁuerte el aguamÁala el aguanÁieve el agüÁita el amÁita el almÁita c. la#…ÁV la agÁuada la armadÁura la almÁeja la anguÁila la arÁena la amÁiga a For the sake of clarity, stressed vowels (and diphthongs) have been marked with “ Á ”, if they are not graphically accented in Spanish. Certainly, this treatment of the Spanish data is only reasonable within a derivational model that takes cyclicity for granted.

Coda fricatives within unstressed syllables, in word-medial position; d. coda fricatives within unstressed syllables, in word-final position. According to these predictions, morphological fricatives used for plural marking should be among the last segments to emerge, since they occur only in wordfinal position, generally within an unstressed syllable, due to the general rule of stress assignment in EP. However, this is not the case, as we will see in the data INTERACTION BETWEEN PROSODY AND MORPHOSYNTAX 51 analysis:plural marking is, in fact, the first coda fricative to emerge in the acquisition of EP.

VCliquid e. ] [Áfnawku] [ÁsaStu] [Áfawwtu] ‘house’ ‘box’ ‘bottle’ ‘jump’ ‘luxury’ Therefore, in order to describe the EP rhyme, we have to assume the marked value [Yes] of the B   and the marked value [Yes] of the B  : (3) a. b. B   (Fikkert 1994:150) Rhymes can branch into a nucleus and a coda [No/Yes] B   (Fikkert 1994:152) The nucleus can be branching [No/Yes] The possible structures at the rhyme level in EP are then the ones represented in (4): (4) Rhyme structures a.

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