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Bilingual children and language development

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https://www.readbyqxmd.com/read/29237275/an-exploratory-longitudinal-study-of-social-and-language-outcomes-in-children-with-autism-in-bilingual-home-environments
#1
Vanessa Zhou, Jeffrey A Munson, Jessica Greenson, Yan Hou, Sally Rogers, Annette M Estes
Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention...
December 1, 2017: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/29170647/writing-system-modulates-the-association-between-sensitivity-to-acoustic-cues-in-music-and-reading-ability-evidence-from-chinese-english-bilingual-children
#2
Juan Zhang, Yaxuan Meng, Chenggang Wu, Danny Q Zhou
Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29151803/cognitive-consequences-of-trilingualism
#3
Scott R Schroeder, Viorica Marian
Aims and Objectives: The objectives of the present research were to examine the cognitive consequences of trilingualism and explain them relative to the cognitive consequences of bilingualism. Approach: A comparison of cognitive abilities in trilinguals and bilinguals was conducted. In addition, we proposed a cognitive plasticity framework to account for cognitive differences and similarities between trilinguals and bilinguals. Data and Analysis: Three aspects of cognition were analyzed: (1) cognitive reserve in older adults, as measured by age of onset of Alzheimer's disease and mild cognitive impairment; (2) inhibitory control in children and younger adults, as measured by response times on behavioral Simon and flanker tasks; and (3) memory generalization in infants and toddlers, as measured by accuracy on behavioral deferred imitation tasks...
2017: International Journal of Bilingualism: Cross-disciplinary, Cross-linguistic Studies of Language Behavior
https://www.readbyqxmd.com/read/29125950/the-influence-of-language-behavior-in-social-preferences-and-selective-trust-of-monolingual-and-bilingual-children
#4
W Quin Yow, Xiaoqian Li
Experiences living in a community where people share more than one language may affect children's strategies to selective learning. Language mixing may be one type of speakers' characteristics that bilingual children, but not monolingual children, use to evaluate speakers. A total of 120 English-speaking monolingual (n = 40) and English-Mandarin bilingual (n = 80) 4- and 5-year-olds heard a pair of speakers each tell a story either with or without language mixing and indicated their preferences for either speaker in friendship, explicit judgment, and novel label endorsement...
February 2018: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/29125089/the-development-of-determiners-in-the-context-of-french-english-bilingualism-a-study-of-cross-linguistic-influence
#5
Coralie Hervé, Ludovica Serratrice
This paper reports the preliminary results of a study examining the role of structural overlap, language exposure, and language use on cross-linguistic influence (CLI) in bilingual first language acquisition. We focus on the longitudinal development of determiners in a corpus of two French-English children between the ages of 2;4 and 3;7. The results display bi-directional CLI in the rate of development, i.e., accelerated development in English and a minor delay in French. Unidirectional CLI from English to French was instead observed in the significantly higher rate of ungrammatical determiner omissions in plural and generic contexts than in singular specific contexts in French...
November 10, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/29121152/diagnostic-accuracy-of-traditional-measures-of-phonological-ability-for-bilingual-preschoolers-and-kindergarteners
#6
Leah Fabiano-Smith, Katherine Hoffman
Purpose: Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method: Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish-English speakers, and 8 bilingual children with phonological disorders...
November 9, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29040624/altering-practices-to-include-bimodal-bilingual-asl-spoken-english-programming-at-a-small-school-for-the-deaf-in-canada
#7
Karen Priestley, Charlotte Enns, Shauna Arbuckle
Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19)...
October 13, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28985888/speech-sound-disorders-or-differences-insights-from-bilingual-children-speaking-two-chinese-languages
#8
Kitty K Y Lam, Carol K S To
The study investigated how Putonghua-Cantonese bilingual children differ from monolinguals in their acquisition of speech sound and phonological patterns. Fifty-four typically developing Putonghua-Cantonese bilingual children aged 3;6-6;0 were recruited from nurseries in the North District of Hong Kong. The Hong Kong Cantonese Articulation Test (Cheung et al., 2006) and a Putonghua picture-naming task (Zhu & Dodd, 2000) were used to elicit single-word samples of both languages. Acquisition of speech sound and phonological patterns exhibited by ≥20% of the children in an age group were compared to the normative data on children who were Cantonese native or Putonghua monolingual speakers...
September 23, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28937305/core-vocabulary-in-the-narratives-of-bilingual-children-with-and-without-language-impairment
#9
Prarthana Shivabasappa, Elizabeth D Peña, Lisa M Bedore
PURPOSE: Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. METHOD: Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively...
September 22, 2017: International Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28928681/how-does-l1-and-l2-exposure-impact-l1-performance-in-bilingual-children-evidence-from-polish-english-migrants-to-the-united-kingdom
#10
Ewa Haman, Zofia Wodniecka, Marta Marecka, Jakub Szewczyk, Marta Białecka-Pikul, Agnieszka Otwinowska, Karolina Mieszkowska, Magdalena Łuniewska, Joanna Kołak, Aneta Miękisz, Agnieszka Kacprzak, Natalia Banasik, Małgorzata Foryś-Nogala
Most studies on bilingual language development focus on children's second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals' performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28915297/language-sample-analysis-and-elicitation-technique-effects-in-bilingual-children-with-and-without-language-impairment
#11
Maria Kapantzoglou, Gerasimos Fergadiotis, M Adelaida Restrepo
Purpose: This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish-English-speaking children in the United States...
September 15, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28900405/the-minimal-and-short-lived-effects-of-minority-language-exposure-on-the-executive-functions-of-frisian-dutch-bilingual-children
#12
Evelyn Bosma, Eric Hoekstra, Arjen Versloot, Elma Blom
Various studies have shown that bilingual children need a certain degree of proficiency in both languages before their bilingual experiences enhance their executive functioning (EF). In the current study, we investigated if degree of bilingualism in Frisian-Dutch children influenced EF and if this effect was sustained over a 3-year period. To this end, longitudinal data were analyzed from 120 Frisian-Dutch bilingual children who were 5- or 6-years-old at the first time of testing. EF was measured with two attention and two working memory tasks...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28895004/positive-cognitive-effects-of-bilingualism-and-multilingualism-on-cerebral-function-a-review
#13
REVIEW
Cibel Quinteros Baumgart, Stephen Bates Billick
A review of the current literature regarding bilingualism demonstrates that bilingualism is linked to higher levels of controlled attention and inhibition in executive control and can protect against the decline of executive control in aging by contributing to cognitive reserve. Bilinguals may also have smaller vocabulary size and slower lexical retrieval for each language. The joint activation theory is proposed to explain these results. Older trilingual adults experience more protection against cognitive decline and children and young adults showed similar cognitive advantages to bilinguals in inhibitory control...
September 11, 2017: Psychiatric Quarterly
https://www.readbyqxmd.com/read/28891220/the-missing-explanation-of-the-false-belief-advantage-in-bilingual-children-a-longitudinal-study
#14
Vanessa Diaz, M Jeffrey Farrar
Bilingual preschoolers often perform better than monolingual children on false-belief understanding. It has been hypothesized that this is due to their enhanced executive function skills, although this relationship has rarely been tested or supported. The current longitudinal study tested whether metalinguistic awareness was responsible for this advantage. Further, we examined the contributions of both executive functioning and language ability to false-belief understanding by including multiple measures of both...
September 10, 2017: Developmental Science
https://www.readbyqxmd.com/read/28890706/independent-and-combined-effects-of-socioeconomic-status-ses-and-bilingualism-on-children-s-vocabulary-and-verbal-short-term-memory
#15
Natalia Meir, Sharon Armon-Lotem
The current study explores the influence of socioeconomic status (SES) and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms "a child with low-SES" and "a child speaking a minority language" are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian)...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28886430/story-grammar-elements-and-causal-relations-in-the-narratives-of-russian-hebrew-bilingual-children-with-sli-and-typical-language-development
#16
Sveta Fichman, Carmit Altman, Anna Voloskovich, Sharon Armon-Lotem, Joel Walters
BACKGROUND: While there is general agreement regarding poor performance of children with Specific Language Impairment (SLI) on microstructure measures of narrative production, findings on macrostructure are inconsistent. PURPOSE: The present study analyzed narrative abilities of Russian-Hebrew bilingual preschool children with and without SLI, with a particular focus on story grammar (SG) elements and causal relations, in order to identify macrostructure features which distinguish bilingual children with SLI from those with typical development...
August 24, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28803620/language-growth-in-english-monolingual-and-spanish-english-bilingual-children-from-2-5-to-5-years
#17
Erika Hoff, Krystal M Ribot
OBJECTIVE: To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. STUDY DESIGN: Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals...
November 2017: Journal of Pediatrics
https://www.readbyqxmd.com/read/28687827/grammatical-morphology-in-monolingual-and-bilingual-children-with-and-without-language-impairment-the-case-of-dutch-plurals-and-past-participles
#18
Tessel Boerma, Frank Wijnen, Paul Leseman, Elma Blom
Purpose: Grammatical morphology is often a locus of difficulty for both children with language impairment (LI) and bilingual children. In contrast to previous research that mainly focused on verbal tense and agreement markings, the present study investigated whether plural and past participle formation can disentangle the effects of LI and bilingualism and, in addition, can point to weaknesses of LI that hold across monolingual and bilingual contexts. Method: Monolingual and bilingual children with and without LI (n = 33 per group) were tested at 2 waves with a word formation task that elicited Dutch noun plurals and past participles...
July 12, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28679455/te-reo-m%C3%A4-ori-indigenous-language-acquisition-in-the-context-of-new-zealand-english
#19
Elaine Reese, Peter Keegan, Stuart McNaughton, Te Kani Kingi, Polly Atatoa Carr, Johanna Schmidt, Jatender Mohal, Cameron Grant, Susan Morton
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds (Growing Up in New Zealand), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Māori and NZ English...
July 6, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28679000/english-verb-accuracy-of-bilingual-cantonese-english-preschoolers
#20
Stefano Rezzonico, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, Luigi Girolametto
Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English...
July 26, 2017: Language, Speech, and Hearing Services in Schools
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