This paper integrates research on child simultaneous bilingual (2L1) acquisition more directly into the heritage language (HL) acquisition literature. The 2L1 literature mostly focuses on development in childhood, whereas heritage speakers (HSs) are often tested at an endstate in adulthood. However, insights from child 2L1 acquisition must be considered in HL acquisition theorizing precisely because many HSs are the adult outcomes of child 2L1 acquisition. Data from 2L1 acquisition raises serious questions for the construct of incomplete acquisition, a term broadly used in HL acquisition studies to describe almost any difference HSs display from baseline controls (usually monolinguals). We offer an epistemological discussion related to incomplete acquisition, highlighting the descriptive and theoretical inaccuracy of the term. We focus our discussion on two of several possible causal factors that contribute to variable competence outcomes in adult HSs, input (e.g., Sorace, 2004; Rothman, 2007; Pascual y Cabo & Rothman, 2012) and formal instruction (e.g., Kupisch, 2013; Kupisch et al., 2014) in the HL. We conclude by offering alternative terminology for HS outcomes.
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机译：本文将有关儿童同时双语（2L1）习得的研究更直接地整合到传统语言（HL）习得文献中。 2L1文献主要关注儿童期的发育，而讲传统语言的人（HS）通常在成年期的末期进行测试。但是，在HL收购理论中必须考虑来自儿童2L1收购的见解，正是因为许多HS是儿童2L1收购的成人结局。 2L1采集的数据对不完全采集的构造提出了严峻的问题，该术语广泛用于HL采集研究中，用于描述HS与基线对照（通常是单语）之间的几乎任何差异。我们提供了与不完全习得相关的认识论讨论，强调了该术语的描述性和理论上的不准确性。我们将讨论的焦点集中在成年HS的能力变化结果，输入（例如Sorace，2004； Rothman，2007； Pascual y Cabo＆Rothman，2012）和正式指导（例如Kupisch，2013）的几种可能的因果关系中。 ; Kupisch et al。，2014）。最后，我们为HS结局提供其他术语。
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