Thesis

Profiling the language abilities of Welsh-English bilingual children with Down syndrome.

August 2020

Authors:

University of South Wales

Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome

Article

Nov 2021

The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS.

ResearchGate has not been able to resolve any references for this publication.

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Initial Bilingual Development: One Language or Two?

December 2024 · Asian Social Science

Du Lihong

It is claimed that bilingual children have two separate linguistic systems from early ages. Over the past decades, linguists carried out a number of studies to test the validity of the claim. They explored bilingual children’s code-mixing in correlation with a variety of linguistic elements, such as lexicon, syntax, phonology in different contexts, concluding that bilingual children had separate ... [Show full abstract] linguistic system for each language. Although there were certain limitations in these studies, most of their results supported the statement.

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Variable use of Spanish subject pronouns by monolingual children in Mexico

January 2012

Naomi Lapidus Shin

The alternation between overt and null subject personal pronouns (SPPs) has been widely researched in various populations of Spanish-speakers, including adult monolinguals, bilinguals, and second language learners of Spanish. Very few studies have investigated this variable syntactic phenomenon in monolingual first language (L1) acquisition of Spanish. In this study, speech samples from 13 ... [Show full abstract] monolingual Mexican children under age eight were analyzed to examine SPP use. Compared to adults and older (bilingual) children, the Mexican monolingual children's rates of overt SPP use in three types of speech contexts were very low. This was the case for almost all grammatical persons, but was particularly noteworthy for third person singular contexts, in which the Mexican children produced only 3.1% overt él/ella (he/she). These results are interpreted as an indication that children in this age range avoid overt SPPs, and alternate between overt lexical NPs and null pronouns instead.

Article

Cunningham-Andersson, U. 2003 Temporal indicators of language dominance in bilingual children

January 2003

Una Cunningham

In the field of bilingualism it is of particular interest to stablish which, if any, of a speaker’s languages is dominant. Earlier research has shown that immigrants who acquire a new language tend to use elements of the timing patterns of the new language in their native language. It is shown here that measurements of timing in the two languages spoken by bilingual children can give information ... [Show full abstract] about the relative dominance of the languages for the individual speaker.

Conference Paper

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Narrative insights from 6-7-year-old Greek-Albanian children

January 2016

This study reports on the experimental investigation of narrative production by 6-7 year-old typically developing Greek-Albanian children. The aim is to examine bilingual production in story Telling and story Retelling in order to investigate the role of priming reference tracking but also lexical and grammatical aspects of narrative production. Studies employing story Retelling techniques report ... [Show full abstract] a positive effect of priming reference in production (Hendrickson & Shapiro 2001). The results of the investigation suggest that the children"s performance improved in Retelling on micro-and macrostructure in L1 and L2. Reference tracking also improves in the Retelling condition, more evidently in the dominant (Greek) than in the weaker language of the bilingual child.

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Early Understanding of Two Words for the Same Thing: A CDI Study of Lexical Comprehension in Infant...

September 2006 · International Journal of Bilingualism

A basic question that arises with respect to early bilingual comprehension is whether, as in production, bilingual infants understand words from two languages that have the same meaning (translation equivalents). This study addresses this question using CDI-data from 31 children growing up bilingual in French and Dutch. Raters report that 13-month-old bilingual infants all understand translation ... [Show full abstract] equivalents; however, the extent to which children understand translation equivalents is marked by considerable inter-individual variability. This understanding is related to how many meanings children understand: the more advanced infants' comprehension skills are, the more meanings they know in two languages rather than just one.

Article

The Bilingual Advantage

June 2011 · Scientific American Mind

Erica Westly E

Learning a second language can give kids' brains a boost

Article

Characteristics of maternal input to children with Down syndrome: A comparison with vocabulary size...

August 2012 · First Language

The lexical and structural characteristics of the maternal input addressed to 24-month-old children with Down syndrome were compared to the input addressed to two groups of typically developing children; matched for chronological age (CA Group) and lexical skills (Vocabulary Group), respectively. The aim of the study was to verify whether the characteristics of the language addressed to children ... [Show full abstract] with Down syndrome are oversimplified, as found in previous studies, or if they are appropriate for the children’s developmental level. Data analyses show that the lexicon directed towards these children is simpler than that addressed to both of the comparison groups in terms of vocabulary composition (fewer function words and more onomatopoeic words/routines) and simpler than that addressed to the CA Group in terms of lexical variability. However, in terms of syntactic complexity, the input is mid-way between the two comparison groups. In addition, the analysis of maternal imitative utterances shows that the children with Down syndrome receive a lower proportion of imitative utterances than could be expected based on their age.

Article

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Notes on the nature of bilingual specific language impairment

April 2010 · Applied Psycholinguistics

Jan de Jong

Johanne Paradis' Keynote Article can be read as a concise critical review of the research that focuses on the sometimes strained relationship between bilingualism and specific language impairment (SLI). In my comments I will add some thoughts based on our own research on the learning of Dutch as a second language (L2) by children with SLI.

Article

Language use and attitudes : An exploratory study on Chinese (L1) bilingual school-aged children in...

January 1970

Gopa Nayak

Supervisor: Prof Kathy Sylva. Thesis (M.Sc. ALSLA)--University of Oxford, 2004. Bibliography: leaves 77-82.

Article

Understanding family factors for language transmission of minoritized languages in bilingual kinderg...

September 2023 · Journal of Multilingual and Multicultural Development

Thesis

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Children's Language in a Bilingual Community in East Java taken from https://scholar.google.co.id/sc...

October 2017

Slamet Setiawan

Article

Performances of Taiwanese Monolingual & Bilingual Preschoolers on the PPVT

November 2003

This study compared the performance of Taiwanese Chinese-English bilingual preschoolers in an English-only kindergarten with their monolingual peers on the Chinese version of the PPVT-Revised. English PPVT-R, PPVT-III, and EVT were also given to the bilingual children. No significant difference of the scores on the Chinese PPVT-R was observed between the two groups. When the scores on the English ... [Show full abstract] PPVTR and PPVT-III were compared, the bilinguals achieved significantly higher scores on the PPVT-III than on the PPVTR. The findings have implications for testing tools and practices for Chinese-English bilingual children.