The study explores the relationship that second language (L2) learners of Catalan establish between the spoken and the written representation of number inflection within an indefinite-article Determiner Phrase (DP); and it also addresses first language (LI) influence in this processo Five- to eight-year-olds, speakers of varieties of Chinese and Moroccan Arabic, with differing degrees of literacy instruction in their home countries -but similar time of residence in Catalonia- participated in the study. The children carried out individual semi-structured tasks designed to evaluate comprehension and production of changes in number inflectÏons (un cotxe 'a car'; uns cotxes 'a-pl cars '). Results showed that, irrespective of children's language background, comprehension preceded production of singular and plural indefinite-article DPs; spoken representatÏon was easier than written representation of number changes; and production of plural indefinite-article DPs was more difficult than its singular counterpart. Despite rypological differences between the languages compared, both groups of L2 learners, even the Catalan control group, underwent similar processes.