Structural and phonological cues for gender assignment in monolingual and bilingual children acquiring German. : Experiments with real and nonce words
We investigate the acquisition of grammatical gender marking in German by monolingual children as well as German-Russian bilingual children who grow up in Germany as heritage speakers of Russian. We ask to what extent monolingual and bilingual children use phonological and/or structural cues to assign nominal gender, and to what extent they rely on lexical knowledge. To this end, we designed three