8. Profiling (Specific) Language Impairment in Bilingual Children: Preliminary Evidence from Cyprus

2013 ◽  
pp. 146-174 ◽  
Author(s):  
Maria Kambanaros ◽  
Kleanthes K. Grohmann
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Preliminary Evidence ◽  
Bilingual Children ◽  
Specific Language

scholarly journals Connective processing by bilingual children and monolinguals with specific language impairment: distinct profiles

2016 ◽  
Vol 44 (2) ◽  
pp. 329-345 ◽  
Author(s):  
WILLEM M. MAK ◽  
ELENA TRIBUSHININA ◽  
JULIA LOMAKO ◽  
NATALIA GAGARINA ◽  
EKATERINA ABROSOVA ◽  
...  
Keyword(s):  
Language Development ◽  
Eye Tracking ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Bilingual Children ◽  
Specific Language ◽  
Dominant Language ◽  
Production Studies ◽  
Two Populations

AbstractProduction studies show that both Russian-speaking children with specific language impairment (SLI) and bilingual children for whom Russian is a non-dominant language have difficulty distinguishing between the near-synonymous connectivesi‘and’ anda‘and/but’.Iis a preferred connective when reference is maintained, whereasais normally used for reference shift. We report an eye-tracking experiment comparing connective processing by Russian-speaking monolinguals with typical language development (TLD) with that of Russian–Dutch bilinguals and Russian-speaking monolinguals with SLI (age 5–6). The results demonstrate that the processing profiles of monolinguals with TLD and bilinguals are similar: both groups use connective semantics immediately for predicting further discourse. In contrast, children with SLI do not show sensitivity to these semantic differences. Despite similar production profiles, bilinguals and monolinguals with SLI are clearly different in connective processing. We discuss the implications of these results for the possible causes of the errors in the two populations.

Bilingualism as a kind of therapy?

2010 ◽  
Vol 31 (2) ◽  
pp. 297-303 ◽  
Author(s):  
Aafke Hulk ◽  
Sharon Unsworth
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Child Language ◽  
Language Disorders ◽  
Bilingual Children ◽  
Clinical Implications ◽  
Specific Language ◽  
Bilingual Development ◽  
Challenging Question

In her very interesting Keynote Article, Johanne Paradis gives a clear overview of recent research at the interface of bilingual development and child language disorders, and highlights its theoretical and clinical implications. She raises the challenging question of “whether bilingualism can be viewed as a kind of ‘therapy’ for SLI.” At first sight, this is perhaps a surprising question, because one of the predominant views in the literature is that bilingual children with specific language impairment (SLI) will exhibit difficulties and perhaps a “double delay.” It is this challenging question that we consider in more detail here.

What do monolingual and bilingual children with and without SLI produce when phonology is too complex?

2018 ◽  
Vol 39 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Laetitia de Almeida ◽  
Sandrine Ferré ◽  
Marie-Anne Barthez ◽  
Christophe dos Santos
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Specific Language ◽  
Repetition Task

In this study, the authors compare the production of internal codas and branching onsets in four groups of children learning French: monolingual typically-developing children ( n = 12), bilingual typically-developing children ( n = 61), monolingual children with Specific Language Impairment ( n = 17) and bilingual children with Specific Language Impairment ( n = 20). Their elicited productions were collected using a nonword repetition task (LITMUS-NWR-French), containing 71 nonwords with different syllable types. Except for typically-developing monolingual children, all children performed significantly better on branching onsets than on internal codas. Moreover, the repair strategies used in erroneous productions also indicate that children had more difficulties with internal codas: all the cases of metathesis affecting a target internal coda resulted in the production of a branching onset whereas the contrary was not observed. The differences in the rates of target-like production and the patterns of metathesis of these two structures suggest that internal codas are more difficult than branching onsets for children learning French.

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