The acquisition of the passive voice in Northern East Cree

• Published in: First language Vol. 44; no. 1; pp. 44 - 73
• Main Authors: Henke, Ryan E., Brittain, Julie, Deen, Kamil U., Acton, Sara
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.02.2024; Sage Publications Ltd
• Subjects: Child language; Child-directed speech; Cree language; Cues; English language; Native language acquisition; Passive voice; Suffixes; Verbs; input; Passive voice; morphosyntax; argument structure; valency; verbal morphology; animacy; expectations; frequency; Cree
• ISSN: 0142-7237; 1740-2344
• DOI: 10.1177/01427237231198758

This article analyzes the acquisition of the passive voice in Northern East (NE) Cree and pays particular attention to the interaction of frequency effects and language-specific cues in the way children form and employ expectations, the process of anticipating oncoming structure in the ambient language. The passive has long been of interest in first-language acquisition, and expectations may play a role in the reported challenges acquiring the passive in languages such as English. We present two studies analyzing approximately 24 hours of naturalistic video recordings involving one adult and two children: Daisy (age 3;08–5;11) and Billy (4;06–5;10). Study 1 examines the passive voice in child-directed speech (CDS). CDS employs passive verbs frequently, at rates much higher than what has been reported for other languages. Passives also typically occur without overt arguments and most often are derived from verbs with two animate participants. Study 2 traces the acquisition of the passive by Daisy and Billy. Daisy demonstrates productivity with all three passive suffixes by age 3;11. Billy’s recordings begin at a later age, and he shows productivity with suffixes -naaniu at 4;06, -ikiwi at 4;10, and -ikiniw at 5;05. Both children produce passives at rates much higher than what has been reported in child speech for other languages. They also most frequently produce passives without overt arguments, and they show no difficulties passivizing verbs with two animate arguments. These results expand the typological purview of passives research and shed additional light on the role of expectations in acquiring the passive voice. The combination of high frequency and particular structural characteristics for the passive voice in Cree CDS allows children to build expectations differing greatly from those of children acquiring languages such as English. In turn, children acquiring NE Cree do not show the same difficulties in acquiring the passive voice.