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Bilingual children and language development

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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
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
#10
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
#11
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...
August 10, 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
#12
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
#13
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
#14
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
https://www.readbyqxmd.com/read/28617919/the-persistence-and-functional-impact-of-english-language-difficulties-experienced-by-children-learning-english-as-an-additional-language-and-monolingual-peers
#15
Katie E Whiteside, Courtenay Frazier Norbury
Purpose: This study explored whether a monolingual-normed English language battery could identify children with English as an additional language (EAL) who have persistent English language learning difficulties that affect functional academic attainment. Method: Children with EAL (n = 43) and monolingual English-speaking children (n = 46) completed a comprehensive monolingual-normed English language battery in Year 1 (ages 5-6 years) and Year 3 (ages 7-8 years)...
June 15, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28516819/temporal-features-of-word-initial-s-stop-clusters-in-bilingual-mandarin-english-children-and-monolingual-english-children-and-adults
#16
Jing Yang
This study investigated the durational features of English word-initial /s/+stop clusters produced by bilingual Mandarin (L1)-English (L2) children and monolingual English children and adults. The participants included two groups of five- to six-year-old bilingual children: low proficiency in the L2 (Bi-low) and high proficiency in the L2 (Bi-high), one group of age-matched English children, and one group of English adults. Each participant produced a list of English words containing /sp, st, sk/ at the word-initial position followed by /a, i, u/, respectively...
May 18, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28506324/preposition-accuracy-on-a-sentence-repetition-task-in-school-age-spanish-english-bilinguals
#17
Casey L Taliancich-Klinger, Lisa M Bedore, Elizabeth D Peña
Preposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children's preposition knowledge in English. 148 Spanish-English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development)...
May 16, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28481658/the-effects-of-bilingual-status-on-lexical-comprehension-and-production-in-maltese-five-year-old-children-a-litmus-clt-study
#18
Daniela Gatt, Donna Attard, Magdalena Łuniewska, Ewa Haman
This article investigates whether the bilingual status of 56 typically developing children aged 60-69 months influenced their lexical abilities. The participants were identified as Maltese-dominant (Me) (n = 21), English-dominant (Em) (n = 15) and balanced bilingual (ME) (n = 20) on the basis of language exposure and proficiency, as reported by their parents. Comprehension and production of nouns and verbs were measured using Cross-Linguistic Lexical Tasks (LITMUS-CLT) in Maltese (CLT-MT) and British English (CLT-EN)...
May 8, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28481641/quantitative-and-qualitative-differences-in-the-lexical-knowledge-of-monolingual-and-bilingual-children-on-the-litmus-clt-task
#19
Carmit Altman, Tamara Goldstein, Sharon Armon-Lotem
While bilingual children follow the same milestones of language acquisition as monolingual children do in learning the syntactic patterns of their second language (L2), their vocabulary size in L2 often lags behind compared to monolinguals. The present study explores the comprehension and production of nouns and verbs in Hebrew, by two groups of 5- to 6-year olds with typical language development: monolingual Hebrew speakers (N = 26), and Russian-Hebrew bilinguals (N = 27). Analyses not only show quantitative gaps between comprehension and production and between nouns and verbs, with a bilingual effect in both, but also a qualitative difference between monolinguals and bilinguals in their production errors: monolinguals' errors reveal knowledge of the language rules despite temporary access difficulties, while bilinguals' errors reflect gaps in their knowledge of Hebrew (L2)...
May 8, 2017: Clinical Linguistics & Phonetics
https://www.readbyqxmd.com/read/28448800/assessment-of-bilingual-children-what-if-testing-both-languages-is-not-possible
#20
Tessel Boerma, Elma Blom
Language delays of bilingual children can arise from language impairment (LI) but also from insufficient exposure to the target language. A reliable diagnosis of LI in bilingual children is therefore ideally based on the evaluation of both languages, as LI affects each language that is learned. However, due to the multitude of language combinations that are encountered in clinical practice, this is often not feasible. Bilingual norm-referencing may offer a solution, but the heterogeneity within the bilingual population makes it difficult to determine appropriate standards for every child...
April 10, 2017: Journal of Communication Disorders
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