This article assesses the impact of bilingualism on the acquisition of pronominal direct objects in French and English (clitics in French and strong pronouns in English). We show that, in comparison to monolingual children, bilingual children omit more pronominal objects for a longer period in both languages. At the same time, the development in each language spoken by the bilinguals follows the developmental asymmetry found in the language of their monolingual counterparts: there are more omissions in French than in English. It is also shown that language dominance affects the rate of omissions as there are fewer omissions in the language in which children receive more exposure, i.e. the dominant language. We analyze these results as reflecting a bilingual effect based on the retention of a default null object representation. This in turn is supported by reduced overall input for bilingual children and by language-internal input ambiguity.
