Subject expression and cross-linguistic interference among bilingual Latino children in eastern North Carolina

Aims and objectives: This study empirically examines cross-linguistic interference and gender‑based differences in the production of third-person subjects in both languages (Spanish and English) of balanced bilingual Latinx children in eastern North Carolina. Methodology: We elicited picture-book retells of Mayer’s “Frog, where are you?” in both languages of 14 bilingual kindergarten children (mean age of 67 months). Data and analysis: We explored 817 tensed verb phrases to examine how language mode (Spanish/English), gender (boys/girls), and linguistic factors (e.g., topic continuity and number) affected subject expression across languages. Findings: Results indicate significant differences in subject form rates based on language mode, gender, topic continuity, and verb number. The children show a general command of the linguistic constraints for subject expression in each language, with girls using more null subjects than boys in Spanish mode. Originality: We test subject expression in both languages of each bilingual participant to explore gender-based language variation among children in a region with a fast-growing Latinx population. Significance: The children have similar proficiencies in both languages, which offers a snapshot of the developing bilingual system when the effects of language interference may be lessened. At a young age, these bilingual kindergarteners are sensitive to the linguistic patterning of each language, with differences based on gender adding to our understanding of subject expression.