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This paper aims to investigate the relative clauses in French and Turkish written discourse productions of Turkish-French bilingual and Turkish and French monolingual children and teenagers. It particularly aims to describe the use of relative clause by the means of comparison between bilingual and monolingual children and teenagers' text production. Spoken and written texts were collected from bilinguals and monolinguals in three groups (primary school; secondary school and high school). Bilingual population of our study was selected from a community living in France with an immigration background. The conceptual and methodological basis for this study is derived from an international research project on the development of text production abilities as a critical indicator of literacy across ages (Berman & Verhoeven, 2002). In our study, the main unit of the linguistic analysis is "the clause" which is defined by Berman and Slobin (1994) as a unified predicate describing a single situation (an activity, event, or state). The results show that bilingual primary school students use more relative clauses in French written texts than their monolingual counterparts contrary to bilingual high school students which use fewer relative clauses. Moreover, Turkish-French bilinguals and Turkish monolinguals present similar use of relative clauses by invalidating the intuitive idea that bilinguals would present inferior linguistic ability in either language.

Relative clauses in the written texts of French- and Turkish-bilingual and monolingual children and teenagers