The Collaboration of Teacher and Language-minority Children in Masking Comprehension Problems in the Language of Instruction: A Case Study in an Urban Norwegian School

2005 ◽  
Vol 19 (6) ◽  
pp. 513-536 ◽  
Author(s):  
Elena Tuveng ◽  
Astri Heen Wold
Keyword(s):  
Language Minority ◽  
Minority Children ◽  
Language Of Instruction ◽  
Norwegian School

scholarly journals The Acquisition of the Third Person Singular [-s]: A Case Study of Language-minority Children Attending an Irish Primary School

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Niamh Kelly
Keyword(s):  
Second Language ◽  
Primary School ◽  
Spontaneous Speech ◽  
Language Minority ◽  
Minority Children ◽  
Language Of Instruction ◽  
The Third ◽  
Third Person ◽  
The Third Person

This study investigates the development of the third-person singular (3SG)[-s] morpheme in the spontaneous speech of five language minority children attending an Irish primary school, where the language of instruction is the second language (L2) of the subjects. Evidence from the study is discussed in the context of a number of theories which have been put forward in the literature to account for the development of the 3SG. Results support some of the predictions of the Optional Infinitive Theory, and would argue in favour of the Missing Surface Inflection Hypothesis. The parallel use of both finite and non-finite verbs in obligatory finite contexts is explored, and while the sporadic omission of the 3SG morpheme is similar to the sporadic omission of the genitive [-s] morpheme, the use of objective case marking ceasing in verbal projections yet continuing in nominal projections, questions the extent to which a parallel occurs between possessive and 3SG inflections. 

Lithuanian as L2: A Case Study of Russian Minority Children

2018 ◽  
pp. 205-237
Author(s):  
Ineta Dabašinskienė ◽  
Eglė Krivickaitė-Leišienė
Keyword(s):  
Minority Children

scholarly journals Development of first- and second-language vocabulary knowledge among language-minority children: evidence from single language and conceptual scores

2018 ◽  
Vol 45 (4) ◽  
pp. 1006-1017 ◽  
Author(s):  
J. Marc GOODRICH ◽  
Christopher J. LONIGAN
Keyword(s):  
Second Language ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
First Year ◽  
Minority Children ◽  
Assessment Technique ◽  
Large Sample ◽  
Second Year

AbstractThis study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared Spanish–English vocabulary scores; however, by the end of the first year of the study children's shared Spanish–English vocabulary scores were larger than unique English vocabulary scores, which were larger than unique Spanish vocabulary scores. These trends continued through the second year of the study. These results suggest that conceptual scoring is a useful assessment technique for children with limited exposure to their second language. Implications for assessment and instruction are discussed.

Lessons from Research with Language-Minority Children

1994 ◽  
Vol 26 (4) ◽  
pp. 439-456 ◽  
Author(s):  
Luis C. Moll ◽  
Norma González
Keyword(s):  
Language Minority ◽  
Minority Children
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