scholarly journals Vulnerability of clitics and articles to bilingual effects in typically developing Spanish–English bilingual children

2019 ◽  
Vol 23 (4) ◽  
pp. 825-835 ◽  
Author(s):  
Anny Castilla-Earls ◽  
Ana Teresa Pérez-Leroux ◽  
Lourdes Martinez-Nieto ◽  
Maria Adelaida Restrepo ◽  
Christopher Barr
Keyword(s):  
English Proficiency ◽  
Minority Language ◽  
Bilingual Children ◽  
Typically Developing ◽  
Spanish Speaking ◽  
English Bilingual ◽  
Object Clitics

AbstractThis study examines bilingual effects in Spanish–English bilingual children with good maintenance of the minority language. The present study compares the performance of a group of Spanish-monolingual children (MON; n = 30) with two groups of Spanish-speaking bilingual children (Low English proficiency group: LEP; n = 36; High English proficiency group, HEP; n = 36) on the elicited productions of Spanish articles and object clitics. Our results suggest that children with LEP performed significantly lower than MON children of the same age on both articles and clitics in Spanish. However, children with HEP, who were a year older on average, performed similarly to the MON group. Both groups of bilingual children produced errors of clitic omission and substitution, but these errors were minimal in the MON group. The results suggest that Spanish clitics and articles are vulnerable to bilingual effects for English/Spanish speaking children with good Spanish maintenance.

scholarly journals Production of Spanish Grammatical Forms in U.S. Bilingual Children

2018 ◽  
Vol 27 (3) ◽  
pp. 975-987 ◽  
Author(s):  
Alisa Baron ◽  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Samantha D. Lovgren-Uribe ◽  
Amanda A. López ◽  
...  
Keyword(s):  
Direct Object ◽  
Bilingual Children ◽  
Typically Developing ◽  
Common Elements ◽  
Relative Difficulty ◽  
English Bilingual ◽  
Grammatical Morphemes ◽  
Object Clitics ◽  
English Dominant ◽  
Mean Length Of Utterance

Purpose The purpose of this analysis was to understand how grammatical morpheme production in Spanish for typically developing Spanish–English bilingual children relates to mean length of utterance in words (MLUw) and the extent to which different bilingual profiles influence order of grammatical morpheme acquisition. Method Participants included 228 Spanish–English bilingual children ages 4;0–7;6 (years;months). Grammatical morpheme accuracy was evaluated using an experimental version of the Bilingual English–Spanish Assessment (Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014). MLUw data were calculated from children's narrative samples. Production accuracy of plural nouns, singular and plural definite articles, preterite tense, imperfect aspect, direct object clitics, prepositions, subjunctive, and conjunctions was calculated and analyzed as a function of MLUw in Spanish. Level of accuracy on these forms was compared for Spanish-dominant and English-dominant groups. Results Accuracy was significantly associated with MLUw. The relative difficulty of Spanish grammatical morphemes is highly similar across different bilingual profiles. Conclusions There are common elements of Spanish that are easy (imperfect, plural nouns, singular articles, conjunctions), medium (plural articles, preterite), or hard (prepositions, direct object clitics, subjunctive), regardless of whether a child is a Spanish-dominant or English-dominant bilingual.

Phonological Skills in Predominantly English-Speaking, Predominantly Spanish-Speaking, and Spanish-English Bilingual Children

2005 ◽  
Vol 36 (3) ◽  
pp. 201-218 ◽  
Author(s):  
Brian A. Goldstein ◽  
Leah Fabiano ◽  
Patricia Swasey Washington
Keyword(s):  
English Speakers ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Skills ◽  
Spanish Speaking ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Significant Difference ◽  
English Speaking ◽  
The Relationship

Purpose: There is a paucity of information detailing the phonological skills of Spanish-English bilingual children and comparing that information to information concerning the phonological skills of predominantly English-speaking (PE) and predominantly Spanish-speaking (PS) children. The purpose of this study was to examine the relationship between amount of output (i.e., percentage of time each language was spoken) in each language and phonological skills in Spanish-English bilingual children and PE and PS children. Method: Fifteen typically developing children, ranging in age from 5;0 (years;months) to 5;5 (mean=5;2), participated in the study. The participants consisted of 5 PE speakers, 5 PS speakers, and 5 bilingual (Spanish-English) speakers. A single-word assessment was used to gather information on phonological skills (consonant accuracy, type and frequency of substitutions, frequency of occurrence of phonological patterns [e.g., cluster reduction], accuracy of syllable types [e.g., CV, CVC, CCV, etc.]), and type and rate of cross-linguistic effects. Results: The results indicated that there was no significant correlation between amount of output in each language and phonological skills either in the Spanish skills of PS children and Spanish-English bilingual speakers or in the English skills of PE children and Spanish-English bilingual speakers. In addition, there was no significant difference in segmental accuracy, syllabic accuracy, or percentage of occurrence of phonological patterns between either the Spanish skills of PS children and Spanish-English bilingual speakers or the English skills of PE children and Spanish-English bilingual speakers. Finally, the children showed a limited number of cross-linguistic effects. Clinical Implications: Results from this study indicate no link between parent estimates of language output and phonological skill and demonstrate that Spanish-English bilingual children will have commensurate, although not identical, phonological skills as compared to age-matched PS and PE children.

scholarly journals Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison

2015 ◽  
Vol 37 (1) ◽  
pp. 145-164 ◽  
Author(s):  
SVETLANA KAPALKOVÁ ◽  
KAMILA POLIŠENSKÁ ◽  
LENKA MARKOVÁ ◽  
JAMES FENTON
Keyword(s):  
Narrative Research ◽  
First Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Skill Transfer ◽  
Typically Developing ◽  
Narrative Skills ◽  
English Bilingual ◽  
Narrative Performance ◽  
Cross Language

ABSTRACTThis study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was assessed in Slovak, the children's first language (L1). Macrostructure scores were higher in their L1 than in their second language (L2), but comprehension did not differ across languages. L1 NWR was significantly related to L1 microstructure scores, but not to L1/L2 macrostructure or L2 microstructure. Implications for assessing bilingual children's language are discussed.

Conceptual Versus Monolingual Scoring

2005 ◽  
Vol 36 (3) ◽  
pp. 188-200 ◽  
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Melissa García ◽  
Celina Cortez
Keyword(s):  
Bilingual Children ◽  
Clinical Implications ◽  
Typically Developing ◽  
Phase 2 ◽  
Classification Analysis ◽  
Test Items ◽  
Spanish Speaking ◽  
Semantic Development ◽  
Language Exposure ◽  
The Average Range

Purpose:This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.Method:In Study 1, 55 TD children (ages 4;0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Peña, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which these were comparable for groups of children.Results:The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieved comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar.Clinical Implications:Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.

scholarly journals Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals

2015 ◽  
Vol 24 (3) ◽  
pp. 426-437 ◽  
Author(s):  
Mirza J. Lugo-Neris ◽  
Elizabeth D. Peña ◽  
Lisa M. Bedore ◽  
Ronald B. Gillam
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Typically Developing ◽  
Screening Measure ◽  
English Bilingual ◽  
Discriminant Analyses ◽  
Language Screening ◽  
Larger Sample

Purpose This study evaluated the accuracy of an experimental version of the Bilingual English Spanish Oral Screener (BESOS; Peña, Bedore, Iglesias, Gutiérrez-Clellen, & Goldstein, 2008) for predicting the long-term risk for language impairment (LI) for a matched group of preschool-aged Spanish–English bilingual children with and without LI. Method A total of 1,029 Spanish–English bilingual children completed the BESOS before entering kindergarten. A subset of 167 participants completed a follow-up language evaluation in 1st grade. Twenty-one of these children were identified as having LI and were matched to a group of 21 typically developing peers from the larger sample. A series of discriminant analyses were used to determine the combination of scores on the BESOS that most accurately predicted 2 years later which children presented with and without LI. Results The linear combination of the semantics and morphosyntax scores in the best language resulted in predictive sensitivity of 95.2% and predictive specificity of 71.4%, with an overall accuracy of 81% for predicting risk for LI. Conclusion A bilingual language screener administered before kindergarten can be useful for predicting risk for LI in bilingual children in 1st grade.

The role of morphophonological regularity in young Spanish-speaking children's production of gendered noun phrases

2011 ◽  
Vol 39 (4) ◽  
pp. 753-776
Author(s):  
BRITTANY A. LINDSEY ◽  
LOUANN GERKEN
Keyword(s):  
Young Children ◽  
Age Groups ◽  
Noun Phrases ◽  
Spanish Speakers ◽  
Congruity Effect ◽  
Bilingual Children ◽  
Spanish Speaking ◽  
English Bilingual ◽  
High Predictability

ABSTRACTAdult Spanish speakers generally know which form a determiner preceding a noun should have even if the noun is not in their lexicon, because Spanish demonstrates high predictability between determiner form and noun form (la noun-a and el noun-o). We asked whether young children learning Spanish are similarly sensitive to the correlation of determiner and noun forms, or whether they initially learn determiner–noun pairings one-by-one. Spanish–English bilingual children and adults repeated Spanish words and non-words preceded by gender congruous and incongruous determiners. If children learn determiner–noun pairings one-by-one, they should show a gender congruity effect only for words. In contrast with this prediction, both children and adults demonstrated congruity effects for words and non-words, indicating sensitivity to correlated morphophonological forms. Furthermore, both age groups showed more facility in producing phrases with nouns ending in -a, which are more frequent and predictable from the preceding determiner.

Comparison of Spanish, English, and Bilingual Children’s Performance Across Semantic Tasks

2003 ◽  
Vol 34 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Elizabeth Peña ◽  
Lisa M. Bedore ◽  
Christina Rappazzo
Keyword(s):  
Group Performance ◽  
Semantic Knowledge ◽  
Bilingual Children ◽  
Clinical Implications ◽  
Assessment Battery ◽  
Spanish Speaking ◽  
English Bilingual ◽  
English Speaking ◽  
Similarities And Differences ◽  
Insight Into

Purpose: This study investigated predominantly Spanish-speaking, predominantly English-speaking, and Spanish-English bilingual children’s performance on a battery of semantic tasks. Method: Six semantic tasks (associations, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences) were developed in Spanish and English. The tasks contained comparable items but were not direct translations of each other. Each task consisted of expressive and receptive items. Predominantly Spanish-speaking children completed the tasks in Spanish, predominantly English-speaking children completed the tasks in English, and bilingual children completed the tasks in Spanish and English. Results: Children in all three groups achieved similar average levels of performance on the assessment battery. However, there were differences in the patterns of performance for English and Spanish, as well as group performance differences when compared in the same language. Clinical Implications: These findings highlight the importance of testing bilingual children in both of their languages and across a variety of semantic tasks in order to gain insight into bilingual children’s semantic knowledge.

Nasometric Comparison Between Spanish–English Bilingual and English Monolingual Children

2018 ◽  
Vol 56 (3) ◽  
pp. 331-339 ◽  
Author(s):  
Jamie L. Perry ◽  
Katelyn Kotlarek ◽  
Lucia Mendez ◽  
Yolanda Holt ◽  
Stephen Fafulas ◽  
...  
Keyword(s):  
Statistical Significance ◽  
The United States ◽  
Bilingual Children ◽  
Typically Developing ◽  
Speech Stimuli ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Sentence Level ◽  
Significant Difference ◽  
Bilingual Group

Objective: It is well established in the literature that English diagnostic tests should not be directly applied to speakers whose primary language is Spanish. Normative nasalance data across word and sentence-level stimuli among Spanish–English bilingual children living in the United States have not been provided. The present study aims to (1) compare differences in nasalance between typically developing Spanish–English bilingual children and English-speaking monolingual children and (2) determine whether within-speaker nasalance differences exist in Spanish–English bilingual children when presented with English and Spanish speech stimuli. Design: Thirty-four typically developing children including 17 monolingual English speakers and 17 Spanish–English bilingual speakers with normal velopharyngeal anatomy between 5 and 7 years of age participated in the study. Speakers were recorded using a nasometer producing sets of stimulus items at the word and sentence level in English (English monolinguals) and in both Spanish and English for bilingual children. Results: Results indicated no statistically significant difference between nasalance values across the different stimuli between monolingual and bilingual participants. However, within-subject effects showed statistical significance between English and Spanish word stimuli among the bilingual group. Conclusions: These findings emphasize the importance of using language-specific diagnostic materials for nasalance testing, which would be of importance in the treatment of individuals with cleft palate.

An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish-English Bilingual Children

2001 ◽  
Vol 32 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Brian Goldstein ◽  
Patricia Swasey Washington
Keyword(s):  
Collaborative Study ◽  
Bilingual Children ◽  
Typically Developing ◽  
Single Word ◽  
Phonological Processes ◽  
Old Spanish ◽  
Place Of Articulation ◽  
English Bilingual ◽  
Different Types ◽  
Manner Of Articulation

Purpose: This collaborative study investigated phonological patterns in 12 typically developing 4-year-old bilingual (Spanish-English) children. Method: A single-word phonological assessment with separate versions for English and Spanish was administered to each child. Analyses consisted of a phonetic inventory; percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; and the percentage of occurrence for phonological processes. Results: The results indicated that there were no significant differences between the two languages on percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; or percentage of occurrence for phonological processes. However, the children exhibited different patterns of production across the two languages and showed different patterns compared to monolingual children of either language. Clinical Implications: The preliminary findings suggest that the phonological system of bilingual (Spanish-English) children is both similar to and different from that of monolingual speakers of either language. Compared to monolingual speakers, bilingual children should be expected to exhibit different types of errors and different substitution patterns for target sounds.

scholarly journals BILINGUAL CHILDREN’S PHONOLOGY SHOWS EVIDENCE OF TRANSFER, BUT NOT DECELERATION IN THEIR L1

2019 ◽  
Vol 42 (1) ◽  
pp. 89-114
Author(s):  
Marta Marecka ◽  
Magdalena Wrembel ◽  
Agnieszka Otwinowska ◽  
Jakub Szewczyk ◽  
Natalia Banasik-Jemielniak ◽  
...  
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonological Acquisition ◽  
Vocabulary Size ◽  
The United Kingdom ◽  
English Bilingual ◽  
Show Evidence ◽  
Bilingual Language Development ◽  
Children Speech

AbstractBilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence of transfer, but little is known about deceleration in this population. Here, we focused on phonological transfer and deceleration in L1 speech of typically developing Polish-English bilingual children of Polish migrants to the United Kingdom (aged 4.7–7). We analyzed L1 speech samples of 30 bilinguals and 2 groups of Polish monolinguals, matched to the bilinguals on age or vocabulary size. We found that bilingual children’ speech (both simultaneous and early sequential) was characterized by transfer, but not by deceleration, suggesting that while phonological deceleration phases out in children above the age of 4.7, transfer does not. We discuss our findings within the PRIMIR model of bilingual phonological acquisition (Curtin et al., 2011) and show their implications for SLT practices.

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