| The language interruption and shift that internationally-adopted (IA) children experience provides unique data of theoretical and practical importance with regard to issues in second language acquisition, first language loss, and recovery. Investigating the development of IA children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesis. In contrast with other studies, except for Cohen, Lojkasek, Zadeh, Pugliese and Kiefer (2008), variables that have been shown to have an impact on language development, namely familial socio-economic status, and sex, were carefully controlled in the present studies. To our knowledge, these are the first studies to examine the acquisition of French in IA children.;To better characterize the language abilities of the IA children, spontaneous language samples of a subgroup of the IA children from Study 1 were analyzed in detail in Study 2. Results of Study 2 indicated that the IA children had a remarkable capacity to catch-up to their non-adopted peers with respect to diverse features of language, such as mean length of utterance, lexical diversity, and tense morphology; but, they made significantly more errors with complement clitics. Globally, the results of Study 1 and 2 support the idea that the pattern of strengths and weaknesses that the IA children exhibited is somewhat unique and suggest the possibility of early age-of-acquisition effects in adopted children's acquisition of a second first language. These results also revealed that the initial facility with which IA children acquired French (time taken to produce first words and age of onset of word production in French) were significant predictors of their later language abilities, suggesting that IA children's very early language development plays an critical role in their later language outcomes.;Study 3 was undertaken in order to examine IA children's very early communicative and language development and the nature of adoptive mothers' language input and attention regulation strategies with their adoptive children soon after adoption. The results support the conclusion that adoptive mothers play an active role in promoting and maintaining joint attention with their adopted children and that the interaction strategy they use most, redirecting their child's attentional focus, contrasts with what has been shown to be effective for biological children raised in Western cultures (Baldwin, 1991; Tomasello & Farrar, 1986) but was, nevertheless positively associated with the internationally-adopted children's later lexical development.;Overall, the findings suggest that IA children exhibited accelerated development in diverse domains of their second first language; but, however, there were significant differences in specific aspects of their language development in comparison to matched control children that suggest the possibility of very early age of acquisition effects.;Study 1 is a longitudinal study in which the language skills, non-verbal intelligence, socio-emotional adjustment, and general health of Chinese-born children adopted into Canadian French-speaking families were compared to those of matched non-adopted monolingual French-speaking children. The children were assessed a first time at 4 years of age, on average, and again 16 months later. They had been in their adoptive families for 3 and 4 years, on average, respectively. The results of the initial assessment showed that the two groups did not differ with respect to socio-emotional adjustment or non-verbal intelligence. Moreover, the IA children performed in the average range on most language tests when compared to test norms, suggesting resiliency in their language acquisition abilities. However, an important percentage of IA children performed significantly below the norms on the Recalling Sentences subtest of the Clinical Evaluation of Language Fundamentals-Revised. Also, as a group, the IA children performed significantly lower than their non-adopted peers particularly on expressive language tests (lexical and grammatical). |
