BILINGUAL LINGUISTIC IDENTITY AND INTERFERENCE (FROM THE COGNITIVE APPROACH VIEWPOINT)

Abstract

The article presents the results of an eclectic research of the bilingual linguistic identities of children in Bulgaria aged 5-6 years who are of Turkish descent from a cognitive approach viewpoint. The example has been derived from the sociolinguistic study of children’s speech and a free associative experiment. It is the author’s belief that the linguistic identity of the bilingual child can be presented as a three-level structure. Processes of linguistic, cognitive and frame interference occur at each respective level. Examples of each type of interference are presented.