scholarly journals A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs?

2021 ◽  
pp. 1-13
Author(s):  
Draško Kašćelan ◽  
Philippe Prévost ◽  
Ludovica Serratrice ◽  
Laurie Tuller ◽  
Sharon Unsworth ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Language Skills ◽  
High Variability ◽  
Language Exposure

Abstract Questionnaires documenting children's bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in how they are operationalised across tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures.

scholarly journals A Review of questionnaires quantifying bilingual experience in children: Do we document the same constructs?

2021 ◽  
Author(s):  
Draško Kašćelan ◽  
Philippe Prevost ◽  
Ludovica Serratrice ◽  
Laurie Tuller ◽  
Sharon Unsworth ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Language Skills ◽  
High Variability ◽  
Language Exposure

Questionnaires documenting children’s bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in their operalisations across the tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures.

scholarly journals A Review of questionnaires quantifying bilingual experience in children: Do we document the same constructs?

2020 ◽  
Author(s):  
Draško Kašćelan ◽  
Philippe Prevost ◽  
Ludovica Serratrice ◽  
Laurie Tuller ◽  
Sharon Unsworth ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Language Skills ◽  
High Variability ◽  
Language Exposure

Questionnaires documenting children’s bilingual experience have been used frequently in research on language and cognitive development. However, there has been little investigation of the comparability between these tools. In this review, we (i) provide a list of available questionnaires used to quantify bilingual experience in children; (ii) identify the components of bilingual experience documented across questionnaires; and (iii) discuss the comparability of the measures used to operationalise these components. In doing so, we review 48 questionnaires and identify 32 overarching constructs, manifested as 194 components, and we calculate the frequency with which they are documented. Finally, by focusing on a subset of overarching constructs (language exposure and use, activities, and current language skills), we observe high variability in their operalisations across the tools. These findings highlight the need for greater transparency in how we document bilingualism and for more comparable measures.

scholarly journals Early language exposure supports later language skills in infants with and without autism

2019 ◽  
Vol 12 (12) ◽  
pp. 1784-1795 ◽  
Author(s):  
Meghan R. Swanson ◽  
Kevin Donovan ◽  
Sarah Paterson ◽  
Jason J. Wolff ◽  
Julia Parish‐Morris ◽  
...  
Keyword(s):  
Language Skills ◽  
Early Language ◽  
Language Exposure

scholarly journals Modern Strategies to Develop Reading Skills/الاستراتيجيات الحديثة لتطوير مهارة القراءة

2017 ◽  
Vol 1 (1) ◽  
pp. 36-57
Author(s):  
Ahmad Zamroni
Keyword(s):  
Cognitive Development ◽  
Reading Skills ◽  
Language Skills ◽  
Human Life ◽  
Reading Skill ◽  
Reading Strategy ◽  
Human Learning ◽  
School Level ◽  
University Level

The reading skill is one of the language skills that must be developed, cause reading is knowledge key in human life and it is most needed for human learning and education, as confirmed by the Koran, In it’s verse: read the name of your Lord who created. Many modern strategies such as: the SQ3R strategy, PQ4R strategy, strategy of 3P.A.S for quick reading, strategy of K.W.L.H To observe the cognitive development. These modern strategy can develope reading skill with its steps which are different from old reading steps. These modern strategies can be applied in school level to university level to enable students on reading comprehension.إن مهارة القراءة إحدى المهارات اللغوية التي لابد من تطويرها، وذالك لأن القراءة  لاتزال مفتاح المعارف في الحياة البشرية، وأن الحاجة إليها ماسة لأنها أساس تعلم الإنسان وتعليمهم كما أكّدها القرآن الكريم بقوله الله تعالى : ﴿اقرأ باسم ربك الذي خلق …﴾. فاستراتيجياتها الحديثة كثيرة وهي:  استراتيجية الخطوات الخمس (SQ3R)، إستراتيجية PQ4R ، إستراتيجية (3P.A.S) للقراءة السريـعة، إستراتيجية (K.W.L.H) لمراقبة النّمو المعرفي. وهذه الإستراتيجية الحديثة تستطيع أن تطوّر مهارة القراءة بخطواتها التي تختلف بخطوات القراءة القديمة. وهذه الإستراتيجية الحديثة يمكن تطبيقها للمرحلة المدرسية حتى المرحلة الجامعية لتمكين الطلاب على فهم المقروء.

scholarly journals Development of Reading Comprehension in Bilingual and Monolingual Children—Effects of Language Exposure

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 166
Author(s):  
Theodora Papastefanou ◽  
Theodoros Marinis ◽  
Daisy Powell
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Oral Language ◽  
Word Reading ◽  
Language Skills ◽  
Minority Language ◽  
Transparent Orthography ◽  
Area Of Interest ◽  
Oral Language Skills ◽  
Language Exposure

The current study aimed at investigating the performance of bilingual children with English as an additional language (EAL) on language and literacy measures compared to monolinguals across the first four years of primary school in the U.K. Moreover, it addressed whether bilinguals and monolinguals’ performance on reading comprehension was consistent with the Simple View of Reading. An additional area of interest was to examine the extent to which use of and exposure to both heritage and majority language affected the development of the children’s reading comprehension in both of their spoken languages. A total of forty bilingual and forty monolingual children were assessed in oral language skills and decoding in Year 1 and Year 3 in primary school. After one school year, they were assessed in oral language skills, decoding, and reading comprehension in Year 2 and Year 4. The results showed that the bilinguals performed better than the monolinguals in decoding in all years, suggesting that exposure to a first language with transparent orthography (Greek) may benefit the development of word reading skills. However, the bilinguals scored lower in oral language skills and reading comprehension than their monolingual peers. This finding underlined the significant role of oral language skills in the development of bilinguals’ reading comprehension. Both oral language skills and decoding contributed to reading comprehension in bilinguals but the effects of oral language skills on reading comprehension were stronger than the effects of decoding. Finally, we found that language use of the minority language outside the home could significantly predict reading comprehension in the minority language, underlining the importance of language exposure through complementary schools and other activities outside the home to the maintenance and development of the heritage language.

Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires

2020 ◽  
Vol 23 (5) ◽  
pp. 958-963
Author(s):  
Dina C. Castro ◽  
Carol Scheffner Hammer ◽  
Ximena Franco ◽  
Lauren M. Cycyk ◽  
Shelley E. Scarpino ◽  
...  
Keyword(s):  
Educational Research ◽  
Language Skills ◽  
Early Years ◽  
Generational Status ◽  
Bilingual Children ◽  
Validity Study ◽  
Language And Literacy ◽  
Contextual Characteristics ◽  
Language Exposure ◽  
At Home

AbstractThe diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by language exposure at home and at school, mothers’ and teachers’ skills in each language, mother's generational status, and languages used during language and literacy activities at home.

Cognitive Development

2020 ◽  
pp. 197-212
Author(s):  
Lindsey C. Edwards ◽  
Peter K. Isquith
Keyword(s):  
Cognitive Development ◽  
Cochlear Implants ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Skills ◽  
Preschool Age ◽  
Intellectual Ability ◽  
Deaf Children ◽  
College Age ◽  
The Impact

The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.

scholarly journals The Changing View of Input in the Treatment of Children With Grammatical Deficits

2017 ◽  
Vol 26 (3) ◽  
pp. 1030-1041 ◽  
Author(s):  
Laurence B. Leonard ◽  
Patricia Deevy
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
High Variability ◽  
Laboratory Research ◽  
Token Frequency ◽  
Research With Children ◽  
Focused Stimulation ◽  
Type Frequency ◽  
Treatment Design

Purpose The purpose of this article is to present 3 approaches that emphasize the role that input plays in the treatment of grammatical deficits in children with language impairments. Method These approaches—input informativeness, competing sources of input, and high variability—were selected because they go beyond issues of token frequency and emphasize instead type frequency, relative frequency, and frequency at an abstract as well as a concrete level of grammar. Each of these approaches can be applied to the grammatical deficits seen in children with specific language impairment and can be readily used with well-established procedures, such as focused stimulation and recasting. Results Each approach is supported by a body of laboratory research with children with typical language skills, and the feasibility of each has been tested in studies with a treatment design. Furthermore, the assumptions of the 3 approaches are largely compatible, permitting application of combinations of these approaches without violating any of their principles. Conclusion The positive findings from each of these approaches should serve as a basis for further clinical research.

scholarly journals Immigrant families’ home use of electronic and online Icelandic L2 materials for children

2021 ◽  
pp. 143-148
Author(s):  
Kelsey P. Hopkins ◽  
Branislav Bédi
Keyword(s):  
Language Skills ◽  
Immigrant Families ◽  
Learning Material ◽  
Specific Language ◽  
Lower Priority ◽  
Offline Learning ◽  
Language Exposure ◽  
Families With Children ◽  
Further Development ◽  
At Home

This article presents two studies performed on 14 immigrant families with children aged one to 16; 12 families in Iceland and two Icelandic families living abroad. Lack of exposure and availability of online materials for learning Icelandic as an L2 may affect what skills children can practise at home. This study represents 32 children aged one to 16, all of whom practise Icelandic (L2) at home. Data regarding use and availability of online and offline learning materials were collected by means of a survey containing both open-ended and closed questions. A comprehensive, central directory of available materials was created in parallel as a desktop research. These studies reveal that Icelandic is spoken in most homes but children require further development of specific language skills, predominantly reading. Families consider reading, writing, and vocabulary to be the most important skills to practise, while grammar, speaking, and listening take lower priority. Children’s books are the most frequently used learning material, while textbooks, audiobooks, and other language programmes or apps are used less frequently. TV, films, and online channels (e.g. YouTube) are used to provide language exposure.

Balanced bilingualism and executive functioning in children

2015 ◽  
Vol 19 (2) ◽  
pp. 425-431 ◽  
Author(s):  
RACHEL C. WEBER ◽  
AUDREA JOHNSON ◽  
CYNTHIA A. RICCIO ◽  
JEFFREY LIEW
Keyword(s):  
Cognitive Development ◽  
Executive Functioning ◽  
Dual Language ◽  
Demographic Variables ◽  
Additional Research ◽  
Linguistic Competence ◽  
Bilingual Children ◽  
Cognitive Effects ◽  
Language Exposure

The extant research suggests bilingualism is associated with enhanced cognitive effects, most evident in attention and executive functioning (EF). The current study examined the contributions of balance in the bilingualism (Spanish–English) of children to performance-based measures and caregiver ratings of EF. Participants included 30 bilingual children. Balance in children's bilingualism was correlated with caregiver ratings of task initiation. After controlling for demographic variables, balance in bilingualism significantly accounted for 37% of the variance in ratings of children's task initiation. Additional research is needed regarding associations between dual-language exposure, linguistic competence, and cognitive development in children.

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