scholarly journals Dual language experience enhances neural activation variability during an fMRI reading and language task

2018 ◽  
Author(s):  
Jeffrey G. Malins ◽  
Hailey D'Silva ◽  
Gigi Luk ◽  
Arturo E. Hernandez ◽  
Stephen J. Frost ◽  
...  
Keyword(s):  
Language Learners ◽  
Language Processing ◽  
Dual Language ◽  
Dual Language Learners ◽  
Future Research ◽  
Neural Activation ◽  
Language Experience ◽  
The Right ◽  
Neural Variability ◽  
The Impact

Previous work has shown that experience speaking more than one language in childhood is associated with decreased intra-individual neural variability in electrophysiological responses during a low-level speech perception task. However, no study has yet evaluated the impact of dual language experience on variability in fMRI responses during a higher-level spoken and written language processing task. In the current study, we calculated trial-by-trial variability in neural activation during an fMRI task that involved deciding whether spoken or printed English words matched pictures of items. We compared trial-by-trial neural activation variability between two groups of 8-15 year-old children: a group of dual language learners (N = 24; 11 female) who were Spanish-dominant and acquiring English, and a group of monolingual learners who were English-dominant (N = 17; 9 female). We found that when controlling for a variety of language, general cognitive, and demographic measures, neural activation variability for printed words was greater in the dual language learners compared to the monolingual learners in the right middle frontal gyrus, a brain region previously associated with attentional control. This finding highlights how neural variability offers a window of opportunity to examine experience-dependent mechanisms during human development, and motivates future research on bilingual language processing.

Preschool Language Experience of Dual Language Learners and English Monolingual Children

2021 ◽  
Author(s):  
Ji-Young Choi ◽  
Craig K. Van Pay ◽  
Constance Beecher
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Adult Child ◽  
Dual Language Learners ◽  
Future Research ◽  
Language Experience ◽  
Language Of Instruction ◽  
Preschool Language ◽  
Preschool Classrooms ◽  
Language Environment

This study explored the quantitative language experiences of dual language learners (DLLs; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction. Using the Language ENvironment AnalysisTM system as a primary tool, we analyzed an average of 34 hours of recordings collected over 5 to 8 days for each participating child (Mage = 52 months) in 6 classrooms. Results showed that DLLs spoke as much as EMs but heard less adult talk overall and had more 5-minute recording segments with zero adult-child conversations than their English EM peers during typical preschool days. When we focused on adult-child conversational contexts, DLLs, relative to EMs, heard less adult talk during conversations that were child-initiated but not during conversations that were adult-initiated. Follow-up analyses also showed that teachers talk more and longer when they initiated conversations than when children initiated conversations for both DLLs and EMs, while children spoke more in child-initiated conversations. Study implications and future research are discussed.

Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness

2019 ◽  
Vol 57 (1) ◽  
pp. 339-370 ◽  
Author(s):  
Maria C. Limlingan ◽  
Christine M. McWayne ◽  
Elizabeth A. Sanders ◽  
Michael L. López
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Cooperative Behavior ◽  
Approaches To Learning ◽  
Dual Language Learners ◽  
Future Research ◽  
Classroom Language

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners

2018 ◽  
Vol 49 (3) ◽  
pp. 537-550 ◽  
Author(s):  
Gabriela Simon-Cereijido ◽  
Lucía I. Méndez
Keyword(s):  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Semantic Knowledge ◽  
Dual Language Learners ◽  
Cross Sectional ◽  
Lexical Semantic ◽  
Grammatical Skills ◽  
The Impact ◽  
Semantic Skills

Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.

scholarly journals Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

2020 ◽  
Vol 40 (1) ◽  
pp. 6-23
Author(s):  
Jin Hee Hur ◽  
Patricia Snyder ◽  
Brian Reichow
Keyword(s):  
Systematic Review ◽  
Early Literacy ◽  
Language Learners ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Future Research ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Electronic Database Search

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

scholarly journals Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance

2021 ◽  
Vol 8 (2) ◽  
pp. 690-709
Author(s):  
Nurliana Dalila Shaari ◽  
Azianura Hani Shaari ◽  
Mohammad Ridhuan Abdullah
Keyword(s):  
Language Learners ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Dual Language ◽  
Intervention Program ◽  
Dual Language Learners ◽  
English Grammar ◽  
Post Test ◽  
The Impact ◽  
Learning English

Flipped classroom model has received massive attention from many researchers due to its innovative instructional strategy that offers a new perspective to the traditional classroom. However, not many studies have focused on dual language learners (DLL) who face challenges in grasping second language skills and knowledge, due to the multiple linguistic systems that they have to manage. By marrying communicative language teaching (CLT) approach with flipped technique, the present study, therefore, aims to explore dual language learners’ perception towards flipped classroom model in learning English tenses as well as their learning progress using the method. The lessons were conducted using set of culturalised interactive materials. A number of 133 intermediate learners (age 18 to 25) from a vocational college in Malaysia were selected as the research participants and data were collected using one-group pre-test–post-test design, questionnaire and interview. Pre-test and post-test grammar questions were given before and after a six-week intervention program to identify the effectiveness of the materials and instruction. The findings indicated significant differences between the mean scores of the pre-test and post-test. The results also revealed learners’ positive responses and improvement in English grammar through flipped classroom and culturalised interactive materials. This research has suggested some significant impacts of flipped classroom practices using familiar objects and culturalised learning materials. Apart from acknowledging the advantages of flipped classroom model in learning English grammar, the present study also proposes some additional strategies to achieve an effective flipped classroom lesson for dual language learners in Malaysia.

A preliminary study of the relationship between working memory, language experience, and grammatical skill in dual language learners

2021 ◽  
pp. 136700692110349
Author(s):  
Kimberly C Jenkins ◽  
Raquel T Anderson
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Dual Language ◽  
First Grade ◽  
Dual Language Learners ◽  
Language Experience ◽  
Short Term ◽  
The Relationship

Purpose: This study examined the relationship between verbal short-term and working memory, language experience, and English tense-marking skill in Spanish L1-English L2 dual language learners (DLLs). Methodology: Ten Spanish-English DLLs, in kindergarten and first grade, participated in the study. Children completed the Test of Early Grammatical Impairment, a narrative retell task in English, and verbal memory tasks. Parents provided information regarding language input and output in the home and school environment. Data and analysis: Correlational analyses were conducted to examine relationships between English and Spanish input/output, forward and backward digit span, assessed in English and Spanish, and the accurate and productive use of English tense morphemes in various linguistic contexts. Conclusions: Study outcomes indicated varied use of English tense morphemes among DLLs. Additionally, a strong, positive association was found between the use of a variety of distinct tense forms and verbal working memory performance. Originality: This study is the first investigation to examine verbal short-term and working memory and home language experience to advance our understanding of the specific child internal and external factors that may account for the variability in tense marking during English second language acquisition. Significance: This research provides further insight to the effects of individual differences on the acquisition of second language grammatical skill during childhood.

scholarly journals Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1116-1132
Author(s):  
Anny Castilla-Earls ◽  
Lisa Bedore ◽  
Raúl Rojas ◽  
Leah Fabiano-Smith ◽  
Sonja Pruitt-Lord ◽  
...  
Keyword(s):  
Standardized Testing ◽  
Language Learners ◽  
Dual Language ◽  
Large Scale ◽  
Code Of Ethics ◽  
Dual Language Learners ◽  
Assessment Data ◽  
Learning Potential ◽  
Language Experience ◽  
Diagnostic Decision

Purpose Speech-language pathologists have both a professional and ethical responsibility to provide culturally competent services to dual language learners (DLLs). In this tutorial, we recommend that clinicians use a comprehensive assessment of converging evidence to make diagnostic decisions in DLLs in accordance with the American Speech-Language-Hearing Association's Code of Ethics. The content of this tutorial is most appropriate for Spanish–English DLLs between the ages of 4 and 8 years. Method We propose a converging evidence approach, in which one single method is not the deciding factor in making diagnostic decisions regarding the dual language and speech production skills of DLLs. Converging evidence refers to the idea that multiple pieces of assessment data must come together and trend in the same direction to make a diagnostic decision. We recommend gathering assessment data using a combination of language experience questionnaires, bilingual language sample analysis using large-scale reference databases, evaluation of learning potential, and standardized testing. These four assessment methods allow clinicians to examine the child in different contexts to determine their strengths and weakness in communication abilities. Conclusion We illustrate the converging evidence framework using two case studies to guide the clinician through the diagnostic decision-making process.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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