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Running Head: CRITICAL READING

Critical Reading

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CRITICAL READING
Critical Reading

Introduction

Several researches are into to bring out a development research on the two languages

which forms a basic motivation on the general hypothesis made according to the initial languages

one is exposed in an early age. A hypothesis made which makes some proposals of an initial state

and thus a development of a bilingual (Smith and Candlin 2014). In this paper, a critical reading

is done where a corollary structure is brought into consideration and an assessment of the actual

interdependent development considered in detail. A review on the first languages acquisitions are

to bring a clear understanding on the actual factor which should be considered while explaining

the hypothesis put forward by scholars.

Pragmatic aspects of child code-mixing of child bilingual

There is a major concern on the early theorist put in the need to come up with a specific

explanation to the different sets of linguistics input at the initial stages, a clear claim is that it is

the knowledge which brings the need for competency in the underlying theories (Ellis, 2015).

The unitary system is rather base on the finding and does not come out clearly to make a stretch

explanation on the need for the conversation. The code mix thus comes out as an entirely

anecdotal evidence in the empirical studies on the fact that bilingual children mostly have the

code-mix at an early age.

Linguistic development

In the vast need to find out the general pathways in which it occurs also it comes as a

concern to provide evidence to the concern put forward to find out the nature of the bilingual
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children and their development syntactic. When this is in place the question to be answered by

the studies made on the syntactic development it shows out that in the early stages of

development probably two years, the use of language becomes specific and thus different

syntactic developments tend to occur to address the interlocutors who will rathe speak different

languages (Costa, and Sebastin-Galls, 2014). Young bilingual children will have a

differentiated representation of their primary two languages and thus there comes a question to be

answered and this does not explain the systems development and also the autonomous experience

the reflected patterns in the acquisition which will represent as well as match that of monolingual

children.

Grammatical constrains on code-mix

While trying to make a preceding section there is an examination on the need to the way

the systems develop, thus an overall representation comes as a competence. The mixing elements

which are also the structures form a basic part of the constrains explaining the pattern.

Conclusion

In conclusion, the general aspect associated with the code-mix as well as the theories in

place to explain the bilingual pattern of the children brings about a major turn on the research

which provides grounds for better studies to the adult too on the bilingual capabilities (Rothman,

2015). There are many uncertainties arising from the way the theories are handled and thus a

slight difference in the final finding.

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References

Ellis, R. (2015). Understanding Second Language Acquisition 2nd Edition-Oxford Applied

Linguistics. Oxford university press.

Costa, A., & Sebastin-Galls, N. (2014). How does the bilingual experience sculpt the

brain?. Nature Reviews Neuroscience, 15(5), 336-345.

Smith, M. S., & Candlin, C. N. (2014). Second language learning: Theoretical foundations.

Routledge.

Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model

(TPM) of third language (L3) transfer: Timing of acquisition and proficiency

considered. Bilingualism: Language and Cognition, 18(02), 179-190.