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Questionnaires documenting children's bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in how they are operationalised across tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures.

« Il y a une énigme de la compétence en éducation. »J. Dolz, et alii, 2002. Les processus de formation et de socialisation professionnelle, concernant de nombreux métiers, sont confrontés depuis quelques années à un ensemble de pratiques et de discours, que l’on regroupe sous l’expression « modèle de la compétence », et qui viennent les réinterroger. Ce courant est contemporain de plusieurs réformes importantes qui affectent l’ensemble des secteurs de la formation professionnelle : la mise en...

Bilingual language development in children with autism is a new field; the entire body of literature, which is so far sparse, has been published within the last ten years. The potential impact of this research is, however, very high, due to increasing numbers of children growing up bilingually in many countries crossed with the rising number of children being diagnosed with Autism Spectrum Disorder (ASD). Parents and practitioners need guidelines with solid empirical foundations which could provide the base for answering questions about language practices. Overall, no detrimental effects of bilingualism have so far been reported for either language development or characteristics related to autism. Based on a scoping review, this paper assesses these findings and addresses what current knowledge allows us to conclude about bilingual language development in autism. It is suggested that while recent studies are posing more sophisticated research questions and using more appropriate tools, remaining issues, notably related to how variables related to autism and to bilingualism are taken into account, render clarity on this research topic elusive at this point. It is argued that future studies should directly take up the challenge of addressing diversity in both ASD and in bilingualism, and their intersection.

Studies of macrostructure in bilingual children investigated potential age and language effects, without systematically taking into account bilingualism factors such as language dominance, exposure to narratives, and general language abilities. These issues were addressed in a study of macrostructure production by 69 bilingual Lebanese Arabic-French children aged 4–9. The children were administered the Multilingual Assessment Instrument for Narratives in the tell mode and a standardized conceptual vocabulary test. Parental questionnaires were also used to gather information on language exposure and use. Age effects and limited effects of language were found for all measures of macrostructure production (story structure, structural complexity and use of internal state terms). Significant correlations arose between these measures, vocabulary scores, and age, and between structural complexity scores and language dominance. Regression analyses revealed the predictive role of vocabulary in the development of macrostructure. These results are compatible with the idea that macrostructure is not language dependent. They also suggest that minimal language skills are needed for expressing macrostructure. The limited impact of bilingualism factors could stem from the fact that French and Lebanese Arabic are majority languages in Lebanon, meaning that the children had received continuous exposure to both languages, including within the school system.

La fertilisation croisée entre le monde professionnel et les sciences de l’éducation est une réalité que l’on constate un peu plus chaque jour. D’un côté, l’entreprise se présente de plus en plus comme un lieu de formation, à travers l’alternance ou des notions comme celles d’entreprise apprenante ou d’organisation qualifiante, et souhaite que ses collaborateurs se forment tout au long de la vie. De l’autre côté, l’École mobilise l’ingénierie de formation pour construire des référentiels de c...

This study examines French object clitic production in 20 typically developing L2 children (L1 English) compared to 19 monolingual children with SLI. We collected spontaneous and elicitation data twice at a one-year interval (T1, T2) in order to better evaluate the impact of age- and time-related factors on the L2-SLI comparison, as well as the impact of proficiency and working memory on object clitic production. The data revealed considerable group overlap at T1 in both tasks, but the L2 children produced significantly more object clitics than the SLI group at T2 in spontaneous language, thus suggesting that the L2-SLI overlap decreases when the L2 children have more language exposure. In elicitation, clitic production in both groups increased from T1 to T2 when all clitic types were included, but when only 3p accusative clitics were analyzed, the L2 children outperformed the SLI group. Age played an important role in elicitation in both groups, thus suggesting that mature performance systems, including unimpaired working memory, are required for object clitic production in this task. Language-related measures were linked to both tasks, thus suggesting that object clitic production is particularly sensitive to overall language proficiency, possibly because of issues with resource allocation.

Dans les disciplines technologiques, dont les savoirs se situent en interface entre la science, l’ingénierie et les pratiques sociotechniques, l’approche multiréférentielle des savoirs de référence permet une meilleure prise en compte de la complexité des situations professionnelles. À partir de l’exemple de l’agronomie, discipline technologique de l’enseignement agricole, interrogée actuellement par le mouvement de l’agroécologie, cet article montre comment une approche plurididactique (didactique des questions socialement vives, didactique professionnelle et didactique disciplinaire) permet de construire un savoir de référence pour l’enseignement qui s’appuie sur la multiréférentialité des savoirs intégrés dans les situations professionnelles. In technological disciplines, knowledge is at the interface of science, engineering and socio-professional practices. A multireferential approach for reference knowledge allows a better consideration of the complexity of professional situations. With the example of agronomy, a technological discipline of agricultural education, currently questioned by the movement of agro-ecology, this article shows how a plurididactic approach (social issues didactics, professional didactics, disciplinary didactics) allows to build a reference knowledge for teaching, built on knowledge multireferentiality in professional situations.

Sentence repetition (SR) tasks have been shown to be excellent indicators of Developmental Language Disorder (DLD). However, there is still no consensus about which core ability they measure: language vs. Verbal Short-Term Memory (VSTM) and Verbal Working Memory (WM). Moreover, very few studies have investigated whether variables predicting SR performance differ in children with DLD compared to typically developing (TD) children, especially concerning bilingual children. This article reports on an SR study of 76 5- to 8-year-old bilingual children with ( n = 23) and without ( n = 53) DLD. The Bi-DLD group displayed significantly lower scores than the Bi-TD group on SR and on VSTM and WM measures. Regression analyses showed that SR was mainly linked to WM in the Bi-DLD group, but not in the TD group, where SR was mainly linked to (independent) language measures. This suggests that children with DLD, who have deficient linguistic knowledge, may rely more on their general processing ability (i.e. WM) in contrast to Bi-TD children, whose language skills are normal, and thus can be solicited for SR. Moreover, individual results suggested that performance on SR does not depend on minimal VSTM or WM spans.

Background and aims Children with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD). Results Correct production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language. Conclusions Our results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD. Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them.

National audience; L’agriculture moderne est en train d’évoluer vers des systèmes moins dépendants en pesticides (dont les herbicides restent les pesticides les plus difficiles à réduire) en ayant recours de plus en plus à des outils de précision (capteurs, plateformes mobiles) pour évaluer et prendre en compte la variabilité intra-parcellaire. Dans ce contexte, ces outils se présentent comme des leviers techniques pour une gestion raisonnée des bioagresseurs, et plus particulièrement les adventices. Cela nécessite de caractériser au mieux l’état d’infestation d’une parcelle grâce à des technologies non-invasives et à haut débit d’acquisition comme l’imagerie afin de réaliser un désherbage localisé. L’exposé sera axé autour de la robotique avec une présentation du potentiel d’un robot commercial de désherbage pour la grande culture. Puis les évolutions vers des robots-porte-outils utilisant de nouvelles techniques d’imagerie reposant sur l’intelligence artificielle seront présentées. Enfin, l’exploitation pédagogique de la robotique dans l’enseignement agricole sera présentée par un enseignant en agriculture de précision.

En formation professionnelle, l’elaboration curriculaire concernant les disciplines technologiques prend en compte la double reference a un domaine de savoirs scientifiques et a des professions. A partir de l’exemple de la discipline d’enseignement « agronomie » dans l’enseignement agricole, ce texte propose un cadre d’analyse plurididactique pour penser l’elaboration curriculaire des disciplines des sciences biotechniques, pouvant egalement servir la reflexion pour les disciplines d’enseignement technologique de la formation professionnelle en general.

Background The detection of specific language impairment (SLI) in children growing up bilingually presents particular challenges for clinicians. Non-word repetition (NWR) and sentence repetition (SR) tasks have proven to be the most accurate diagnostic tools for monolingual populations, raising the question of the extent of their usefulness in different bilingual populations. Aims To determine the diagnostic accuracy of NWR and SR tasks that incorporate phonological/syntactic complexity as discussed in recent linguistic theory. The tasks were developed as part of the Language Impairment Testing in Multilingual Settings (LITMUS) toolkit, in two different national settings, France and Germany, and investigated children with three different home languages: Arabic, Portuguese and Turkish. Methods & procedures NWR and SR tasks developed in parallel were administered to 151 bilingual children, aged 5;6-8;11, in France and in Germany, to 64 children in speech-language therapy (SLT) and to 87 children not in SLT, whose first language (L1) was Arabic, Portuguese or Turkish. Children were also administered standardized language tests in each of their languages to determine likely clinical status (typical development (TD) or SLI), and parents responded to a questionnaire including questions about early and current language use (bilingualism factors) and early language development (risk factors for SLI). Monolingual controls included 47 TD children and 29 children with SLI. Results were subjected to inter-group comparisons, to diagnostic accuracy calculation, and to correlation and multiple regression analyses. Outcomes & results In accordance with previous studies, NWR and SR identified SLI in the monolingual children, yielding good to excellent diagnostic accuracy. Diagnostic accuracy in bilingual children was fair to good, generally distinguishing children likely to have SLI from children likely to have TD. Accuracy was necessarily linked to the determination of clinical status, which was based on standardized assessment in each of the child's languages. Positive early development, a composite risk factor for SLI, and not variables related to language exposure and use, generally emerged as the strongest predictor of performance on the two tasks, constituting additional, independent support for the efficacy of NWR and SR in identifying impairment in bilingual children. Conclusions & implications NWR and SR tasks informed by linguistic theory are appropriate for use as part of the diagnostic process for identifying language impairment in bilingual children for whom the language of assessment is different from the home language, in diverse sociolinguistic contexts.

Autism and Autism Spectrum Disorder (ASD) cover a large variety of clinical profiles which share two main dimensions: social and communication impairment and repetitive behaviors or restricted interests, which are present during childhood. There is now no doubt that genetic factors are a major component in the etiology of autism but precise physiopathological pathways are still being investigated. Furthermore, developmental trajectories combined with compensatory mechanisms will lead to various clinical and neurophysiological profiles which together constitute this Autism Spectrum Disorder. To better understand the pathophysiology of autism, comprehension of key neurophysiological mechanisms and brain circuits underlying the different bioclinical profiles is thus crucial. To achieve this goal we propose a strategy which investigates different levels of information processing from sensory perception to complex cognitive processing, taking into account the complexity of the stimulus and whether it is social or non-social in nature. In order to identify different developmental trajectories and to take into account compensatory mechanisms, we further propose that such protocols should be carried out in individuals from childhood to adulthood representing a wide variety of clinical forms.

The nature of structural language difficulties in children with autism spectrum disorder (ASD) was explored in a comparative study with specific language impairment (SLI) through investigation of the frequently reported ASD weakness in receptive skills relative to expressive skills. Twenty French-speaking children with ASD aged 6 to 12 were compared to age-matched children with SLI on production and comprehension ofwh-questions. The two groups displayed similar effects of the complexity of the differentwh-strategies. In the ASD group (as in the SLI group), these effects were not greater in comprehension compared to production; moreover, nonverbal ability (which varied from normal to impaired) was not related to language performance. Observed ASD-SLI differences are argued to largely be due to ASD pragmatic deficits, rather than to a qualitative difference in structural language skills.

The new version of the International Classification of Diseases (ICD-11) mentions the existence of four different profiles in the verbal part of the Autism Spectrum Disorder (ASD), describing them as combinations of either spared or impaired functional language and intellectual abilities. The aim of the present study was to put ASD heterogeneity to the forefront by exploring whether clear profiles related to language and intellectual abilities emerge when investigation is extended to the entire spectrum, focusing on verbal children. Our study proposed a systematic investigation of both language (specifically, structural language abilities) and intellectual abilities (specifically, nonverbal cognitive abilities) in 51 6- to 12-year-old verbal children with ASD based on explicitly motivated measures. For structural language abilities, sentence repetition and nonword repetition tasks were selected; for nonverbal cognitive abilities, we chose Raven's Progressive Matrices, as well as Matrix Reasoning and Block Design from the Wechsler Scales. An integrative approach based on cluster analyses revealed five distinct profiles. Among these five profiles, all four logically possible combinations of structural language and nonverbal abilities mentioned in the ICD-11 were detected. Three profiles emerged among children with normal language abilities and two emerged among language-impaired children. Crucially, the existence of discrepant profiles of abilities suggests that children with ASD can display impaired language in presence of spared nonverbal intelligence or spared language in the presence of impaired nonverbal intelligence, reinforcing the hypothesis of the existence of a separate language module in the brain. Autism Res 2020, 13: 1155-1167. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present work put Autism Spectrum Disorder heterogeneity to the forefront by exploring whether clear profiles related to language and cognitive abilities emerge when investigation is extended to the entire spectrum (focusing on verbal children). The use of explicitly motivated measures of both language and cognitive abilities and of an unsupervised machine learning approach, the cluster analysis, (a) confirmed the existence of all four logically possible profiles evoked in the new ICD-11, (b) evoked the existence of (at least) a fifth profile of language/cognitive abilities, and (c) reinforced the hypothesis of a language module in the brain.

La politique de reduction des intrants phytosanitaires (pesticides) touche les agriculteurs, mais aussi les enseignants des lycees agricoles. Ces derniers sont confrontes a des controverses, notamment au sein des classes, parmi les enfants d’agriculteurs. Nous nous centrons sur les apprentissages relatifs a la reduction d’intrants. Mobilisant une recherche pluridisciplinaire (agronomie, didactique, sociologie), nous interrogeons les structures, la division des tâches, la coordination des acteurs dans la redefinition/appropriation de cette politique. Nous nous interessons aux ruptures ou aux ajustements progressifs des pratiques et des normes vecus par les enseignants, les tuteurs et leurs eleves.

Identifying specific language impairment (SLI) in bilingual children represents a clinical challenge because of similarities in language behavior between child second language learners and monolinguals with SLI and because of the lack of standardized language tests on bilingual children. This study investigated the relevance of a LITMUS (Language Impairment Testing in Multilingual Settings) sentence repetition (SR) task based on language properties difficult for French-speaking children with SLI for the diagnosis of language impairment in bilinguals. The task was administered to 47 bilingual children aged 5;02 to 8;09, 35 with typical development (TD) and 12 with SLI, and to 50 monolingual controls (37 with TD and 13 with SLI). Percentage of identical repetition significantly distinguished between children with SLI and children with TD in both bilinguals and monolinguals and on all structure types. Moreover, no correlations were found between factors of bilingual development, such as age of onset,...

This study investigates formal language abilities in French-speaking children with Autism Spectrum Disorder (ASD). We report on the usefulness of the LITMUS-Sentence-Repetition-French task in distinguishing children with impaired language (ASD-LI) from children with normal language (ASD-LN). We examined complexity of syntactic computation, to determine whether children with ASD-LI behave analogously to children with SLI. Results showed that the ASD-LI group performed like the SLI group, while the ASD-LN group performed like the TD group. Despite the existence of a link between nonverbal IQ (NVIQ) and performance on SR, this correlation was not linear, due to the presence of children with each of the four formal language ability/NVIQ profiles, indicating the possible independence of formal language from nonverbal intelligence.

International audience

We report on the usefulness of three LITMUS tools in distinguishing bilingual children with SLI (Bi-SLI) from bilingual children with typical development (Bi-TD), in France: LITMUS-NWR-FR (non-word repetition), LITMUS-SR-FR (sentence repetition), and LITMUS-PABIQ (parental questionnaire). 82 bilingual children, aged 5–8, who had all been exposed to both French and either Arabic, Portuguese or Turkish, recruited both in ordinary schools and in SLP practices, were divided into Bi-TD (n = 61) and Bi-SLI (n = 21) groups based on parental questionnaire (LITMUS-PABIQ) information and standardized language scores in each language. Monolingual controls included 17 children with SLI and 37 TD children. NWR and SR significantly distinguished between the Bi-TD and the Bi-SLI children, and there was minimal impact of different factors related to bilingual development on children’s performance.

There is presently a lively debate in second language (L2) acquisition research as to whether (adult) learners can acquire linguistic phenomena located at the interface between syntax and other modules, such as semantics, pragmatics, and lexical semantics, in contrast to phenomena that are purely syntactic in nature. For some researchers, the interface is precisely the place where fossilization occurs and the source of nonconvergence in L2 speakers. In this article we focus on the acquisition of the morphosyntax-semantics interface by examining the acquisition of mood in Spanish relative clauses by native speakers (NSs) of English. In particular, we focus on the contrast illustrated byBusco unas tijeras que corten“I am looking for scissors that cut-subj” versusBusco unas tijeras que cortan“I am looking for scissors that cut-ind.” When the indicative is used, there is a specific pair of scissors that the speaker is looking for. With the subjunctive, any pair of scissors will do, as long as it satisfies the condition expressed by the relative clause; the determiner phrase is nonspecific. In other words, we are dealing not with ungrammaticality, as both moods are possible in these contexts, but rather with differences in interpretation. General results showed that the learners could appropriately select the expected mood. We also saw that performance was not uniform across the various conditions tested. However, variability is not solely a product of L2 acquisition; we show it can be found in NSs as well.

This study investigates how derivational complexity interacts with first language (L1) properties, second language (L2) input, age of first exposure to the target language, and length of exposure in child L2 acquisition. We compared elicited production of wh-questions in French in two groups of 15 participants each, one with L1 English (mean age 8 years 10 months or 8;10) and one with L1 Dutch (mean age 6;3), which were further subdivided into subgroups matched for the different variables under examination. Although in their L1s wh-questions display wh-movement and subject–verb/aux inversion, the learners did not perform similarly. A high number of wh-in-situ questions (i.e. the least complex option) was produced by the L1-English children, suggesting that derivational complexity can override L1 influence. In the L1-Dutch group, questions with overt wh-movement were more frequent. This may stem from the influence of generalized XP-movement to the left periphery in Dutch. Inversion (i.e. the most complex option) was rare in both groups and was related to contact with formal schooling. These results hold across the different subgroups, which suggests not only that complexity plays a role in child L2 acquisition, but also that its effects may differ according to the properties of the L1.

International audience; Dans cet article, nous rendons compte de l'utilisation de trois tâches dites LITMUS (Language Impairment Testing in Multilingual Settings) pour distinguer des enfants bilingues avec trouble spécifique du langage oral (TSL) et des enfants bilingues à développement typique (DT) en France, notamment une tâche de répétition de non mots (LITMUS-NWR-French), une tâche de répétition de phrases (LITMUS-SR-French), ainsi qu'un questionnaire parental (LITMUS-PABIQ). Les 82 enfants bilingues évalués, âgés de 5 à 8 ans, étaient exposés au français et soit à l'arabe, au portugais ou au turc. Ils ont été recrutés à travers des établissements scolaires et des cabinets d'orthophonie puis divisés en deux groupes à partir des informations obtenues à travers le questionnaire parental ainsi que de leurs scores à des épreuves langagières standardisés dans leurs deux langues. Nous avons ainsi obtenu un groupe d'enfants bilingues à développement typique (Bi-DT, n = 61) et un groupe d'enfants bilingues avec TSL (Bi-TSL, n = 21). Des enfants monolingues appariés en âge et servant de groupes témoins ont également participé à cette étude : 17 enfants avec TSL et 38 avec DT. Les enfants du groupe Bi-DT ont obtenu des résultats significativement supérieurs à ceux du groupe Bi-TSL à chacune des tâches de répétition. La même tendance a été observée pour les groupes Mo-TD et Mo-TSL. De plus, différents facteurs extra-linguistiques liés au contexte d'apprentissage des enfants bilingues n'ont eu qu'un impact minime sur la performance à ces épreuves.

The affiliations for the second, third, and fourth authors were incorrect or incomplete, the corrected title page for which is provided herein. We regret these errors and any problems they may have caused.

Les agronomes, qu’ils soient dans des metiers de la production agricole, du conseil, de la recherche ou de la formation, sont confrontes a un nouveau contexte qui demande un ajustement ou un renouvellement des savoirs a mobiliser dans leur activite professionnelle. En effet, d’une part, la mondialisation des echanges a oblige a integrer beaucoup plus fortement les aspects socioeconomiques dans l’acte de produire ; d’autre part, l’exigence societale d’un developpement durable rappelle, en particulier, la necessite de pratiques agricoles respectueuses de l’environnement, avec un passage progressif de l’obligation demoyens a l’obligation de resultats pour les entreprises agricoles. Dans ce contexte, la formation des agronomes, caracterisee par une forte interdisciplinarite, du fait de la mobilisation conjointe des sciences biotechniques et des sciences humaines dans l’activite de l’agronome, a besoin d’une reflexion didactique pour participer a ce renouvellement des savoirs dans l’enseignement. Car, parmi les savoirs de reference estimesvalidespar les communautes scientifique ou professionnelle (Pastre et al., 2006), il est important de selectionner ceuxquidoivent faire l’objet de la construction de connaissances et de competences necessaires aux futurs agronomes. Mais il faut egalement s’interroger sur les savoirs a enseigner, car la mise en scene des savoirs, correspondant a des situations professionnelles complexes et singulieres, necessite un travail d’elaboration didactique avant de les proposer aux

Background and aimsImpaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills, notoriously weak in children with autism spectrum disorder, are also needed for appropriate use of pronouns. Use of pronouns without clear referents and difficulty with discourse pronouns (first and second person), which require taking into account the point of view of one’s interlocutor (perspective shifting), have frequently been reported for autism spectrum disorder.MethodsWe elicited production of nominative, reflexive and accusative third and first person pronominal clitics in 19 verbal children with autism spectrum disorder (aged 6–12, high and low functioning, with structural language impairment, or with normal language) and 19 age-matched children with specific language impairment. If pragmatics is behind difficulties on these elements, performance on first-person clitics would be expected to be worse than performance on third person clitics, since it requires perspective shifting. Furthermore, worse performance for first person clitics was expected in the children with autism spectrum disorder compared to the children with specific language impairment, since weak pragmatics is an integral part of impairment in the former, but not in the latter. More generally, different error patterns would be expected in the two groups, if the source of difficulty with clitics is different (a pragmatic deficit vs. a structural language deficit).ResultsSimilar patterns of relative difficulties were found in the autism spectrum disorder language impairment and specific language impairment groups, with third person accusative clitics being produced at lower rates than first-person pronouns and error patterns being essentially identical. First-person pronouns did not pose particular difficulties in the children with autism spectrum disorder (language impairment or normal language) with respect to third-person pronouns or to the children with specific language impairment. Performance was not related to nonverbal intelligence in the autism spectrum disorder group.ConclusionsThe elicitation task used in this study included explicit instruction, and focus on perspective shifting (both visual and verbal), allowing for potential pragmatic effects to be controlled. Moreover, the task elicited a variety of types of clitics in morphosyntactic contexts of varying complexity, providing ample opportunities for employment of perspective shifting, which may have also curtailed perseveration of third person over first person. These properties of the task allowed for the grammatical nature of children’s difficulties with third-person accusative clitics to emerge unambiguously.ImplicationsAssessment of structural language abilities in children with autism spectrum disorder requires careful consideration of task demands. The influence of pragmatic abilities on structural language performance can be circumvented by making the pragmatic demands of the task explicit and salient. Filtering out this potential influence on structural language performance is fundamental to understanding language profiles in children with autism spectrum disorder and thus which children could benefit from which kinds of language intervention.

This article examines whether L2 acquisition of morphology and syntax develops independently (the Separation Hypothesis) or not (the Rich Agreement Hypothesis), focusing on the acquisition of Number specification on certain Spanish quantifiers by French speakers. In Spanish, some quantifiers are specified for Number and directly precede the head noun, in contrast to their French counterpartswhere a dummy preposition de must appear inside the DP. Results from a grammaticality judgement task and a production task show that intermediate and advanced learners perform poorly on plural inflection with some quantifiers, and reject the use of de . This suggests that they have acquired Number specification on these quantifiers, which allows Case marking on the following noun, but do not produce the appropriate morphology. These results support the Separation Hypothesis, but not the Rich Agreement Hypothesis. Resume: L'objectif de cet article est de determiner si la morphologie et la syntaxe se developpent independamment en acquisition L2 (Hypothese de la separation) ou non (Hypothese de l'accord riche) en examinant l'acquisition de la specification du Nombre sur certains quantificateurs espagnols par des francophones. En espagnol, certains quantificateurs sont specifies pour le Nombre et precedent directement la tete nominale, contrairement a leurs homologues francais ou la preposition de doit apparaitre au sein du DP. Les resultats d'une tâche de jugement de grammaticalite et d'une tâche de production montrent que les apprenants intermediaires et avances affichent une performance mediocre en ce qui a trait a l'apparition de la flexion pluriel sur certains quantificateurs et qu'en meme temps ils rejettent l'utilisation de de . Cela suggere qu'ils ont acquis la specification en Nombre sur ces quantificateurs, ce qui permet au nom qui suit d'etre marque pour le Cas, sans produire la morphologie appropriee. Ces resultats appuient l'Hypothese de la separation mais non l'Hypothese de l'accord riche.

Dans cet article, j'examine l'influence de la langue maternelle sur la variabilité morphologique en production orale spontanée chez 15 apprenants hispanophones du français. L'incidence des formes infinitives en contextes tensés est élevé chez les débutants et décline par la suite. En revanche, l'incidence des formes tensées en contextes non-tensés est très faible, ce qui diffère des apprenants anglophones du français (Prévost, 2003). Cette différence proviendrait du fait que l'espagnol possède des marqueurs infinitifs audibles, contrairement à l'anglais. La surgénéralisation des formes infinitives serait due à la lourdeur des coûts computationnels associés à la sélection des formes tensées, et non à une déficience grammaticale (Meisel, 1997).