THE MACARTHUR-BATES COMMUNICATIVE DEVELOPMENT INVENTORIES AS A DIAGNOSTIC TOOL FOR THE LEXICON OF BILINGUAL CHILDREN

2021 ◽  
Vol 2 (101) ◽  
pp. 33-46
Author(s):  
MARINA B. ELISEEVA
Keyword(s):  
Diagnostic Tool ◽  
Heritage Language ◽  
Bilingual Children ◽  
University Websites ◽  
Young Learners ◽  
Communicative Development ◽  
Rfbr Grant ◽  
Research Findings ◽  
Macarthur Communicative Development Inventory ◽  
Children's Speech

The article analyzes the MacArthur Communicative Development Inventory (CDI) as a means of research and diagnostics of children's speech in different languages. It takes into account the data from Stanford University websites, which deal with findings resulted from the analysis of completed questionnaires. The sites provide abundant information concerning adaptations of this tool for more than 100 languages and a database of children's passive and active lexicons for 29 languages (including Russian). Moreover, on the basis of 23 languages, they show unique and universal character of word usage in the speech of young learners studying several different languages simultaneously. This article also provides research findings on the bilingual children’s early vocabulary (with Russian as the Heritage language) under the RFBR grant No. 19-012-00293.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

scholarly journals The program of communicative and personal development of primary schoolchildren within the framework of an innovative university-school partnership: Evaluation of the effectiveness

2021 ◽  
Vol 11 (4) ◽  
pp. 7-32
Author(s):  
Yulia Valerievna Batenova ◽  
◽  
Marina Yuryevna Buslaeva ◽  
Marina Nikolaevna Tereshchenko ◽  
Nadezhda Borisovna Novikova ◽  
...  
Keyword(s):  
Personal Development ◽  
Validity And Reliability ◽  
Communicative Development ◽  
Communication Program ◽  
Primary Schoolchildren ◽  
Research Findings ◽  
School Partnership ◽  
Methodological Principles ◽  
Level Of Understanding ◽  
High Level

Introduction. The article addresses the problem of primary schoolchildren’s communicative and personal development within the frameworks of an innovative university-school partnership. The purpose of the article is to evaluate the effectiveness of the program aimed at communicative and personal development of primary schoolchildren and to identify psychological and educational factors contributing to its implementation. Materials and Methods. The research follows learner-centered, semiotic, and hermeneutic approaches. In order to assess communicative development of primary schoolchildren, the following empirical methods were used: G. A. Zuckerman’s ‘Mittens’ inventory, O. G. Mishanova’s ‘Polite words’ inventory, G. A. Zuckerman’s ‘Dictation Pattern’ inventory, the ‘Brothers and Sisters’ method (modified samples of Zh. Piaget). The study involved 50 primary schoolchildren and 4 primary school teachers. To analyze the empirical data and evaluate the dynamics, the Wilcoxon T-test was used, which ensures the validity and reliability of research findings. Results. The article analyzes and summarizes the experience of currently available programs aimed at social and communicative development of primary schoolchildren. The authors have developed a program enhancing primary schoolchildren’s communicative development, theoretically justified and implemented it. The explanatory and heuristic potential of methodological principles and approaches to solving this problem has been revealed. The authors describe an educational technology called ‘a hermeneutic circle’ and illustrate it by means of a text analyzes focusing on its expediency, relevance, and communicative significance for effective cognition of the language essence and training communicative skills. The research findings indicate the effectiveness of the program called ‘Culture of speech and ethics of communication’ in the communicative and personal development of primary schoolchildren in four areas: communication as cooperation; communication as management; communication as interiorization; communication as interaction. Relying on these directions, the authors have identified and described the following parameters of the integral communicative and personal development: the level of dialogic communication, the level of communication ethics, the level of communication productivity, the level of understanding of the other participants. Conclusions. The article concludes that the implementation of ‘Culture of speech and ethics of communication’ program and creating a psychologically beneficial learning environment have led to a high level of communicative and personal development of primary schoolchildren who consider language as a cultural, ethical, and aesthetic value.

Some cases of linguistic interference in Bulgarian in English-Bulgarian bilingual children and english native speakers learning Bulgarian as a second language

Proglas ◽  
2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Iliyana Dimitrova ◽  
◽  
◽  
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Bilingual Children ◽  
English Bilingual ◽  
Linguistic Interference ◽  
Children's Speech

he study examines some linguistic errors in the process of learning Bulgarian by Bulgarian-English bilingual children and by native English speakers who study Bulgarian as a second language. The emphasis is on some typical interference errors which are common (identical) for both the bilingual children’s speech and the speech of native English speakers learning Bulgarian as a second language. Based on the analyzed aberration corpus, the opinion we give is that many of the processes taking place during the acquisition of the Bulgarian language are the same for both bilingual children with English and native English speakers.

scholarly journals Do parents provide a helping hand to vocabulary development in bilingual children?

2019 ◽  
Vol 46 (3) ◽  
pp. 501-521 ◽  
Author(s):  
Valery LIMIA ◽  
Şeyda ÖZÇALIŞKAN ◽  
Erika HOFF
Keyword(s):  
Positive Impact ◽  
Vocabulary Development ◽  
Bilingual Children ◽  
Language Dominance ◽  
Parental Response ◽  
Children's Speech ◽  
Child Gesture ◽  
Do So

AbstractMonolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabulary development of bilingual children? Our results showed that the bilingual children – dominant in English or in Spanish – were as likely as monolingual children to identify referents uniquely in gesture. More importantly, the unique gestures, when translated into words by the parents, were as likely to enter bilingual and monolingual children's speech – independent of language dominance. Our results suggest that parental response to child gesture plays as crucial of a role in the vocabulary development of bilingual children as it does in monolingual children.

Assessing early communicative ability: a cross-reporter cumulative score for the MacArthur CDI

2005 ◽  
Vol 32 (4) ◽  
pp. 735-758 ◽  
Author(s):  
ANNICK DE HOUWER ◽  
MARC H. BORNSTEIN ◽  
DIANE B. LEACH
Keyword(s):  
Middle Class ◽  
Communicative Ability ◽  
Communicative Development ◽  
Cumulative Score ◽  
Upper Middle Class ◽  
Macarthur Communicative Development Inventory ◽  
Communicative Abilities ◽  
Multiple Reporters

Thirty middle- to upper middle-class monolingual Dutch speaking families consisting of at least a mother and a father completed the Infant Form ‘Words and Gestures’ of the Dutch adaptation of the MacArthur Communicative Development Inventory for the same child at 1;1. Considerable inter- and intrafamily variation emerged in how two (or three) different reporters who are all presumably close to the child assess a particular child's communicative abilities. The greater the child's communicative ability, as rated by any one reporter, the more differences tended to emerge between reporters. In order to take into account multiple reporters' assessments of the same child, we propose the use of a Cumulative CDI Score that credits the child with the best score for any item on the CDI as checked by any single reporter. We conclude that single reporter CDI reports may underestimate the child's communicative knowledge.

The Speech and Language Characteristics of Children with Prader-Willi Syndrome

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee
Keyword(s):  
Expressive Language ◽  
Spontaneous Speech ◽  
Prader Willi Syndrome ◽  
Limited Information ◽  
Speech And Language ◽  
Language Abilities ◽  
Speech Articulation ◽  
Communicative Development ◽  
Language Characteristics ◽  
Children's Speech

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.

scholarly journals REANALYSIS IN ADULT HERITAGE LANGUAGE

2011 ◽  
Vol 33 (2) ◽  
pp. 305-328 ◽  
Author(s):  
Maria Polinsky
Keyword(s):  
Life Span ◽  
Word Order ◽  
Relative Clause ◽  
Heritage Language ◽  
Relative Clauses ◽  
Child Language ◽  
Narrative Structure ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
English Dominant

This study presents and analyzes the comprehension of relative clauses in child and adult speakers of Russian, comparing monolingual controls with Russian heritage speakers (HSs) who are English-dominant. Monolingual and bilingual children demonstrate full adultlike mastery of relative clauses. Adult HSs, however, are significantly different from the monolingual adult controls and from the child HS group. This divergent performance indicates that the adult heritage grammar is not a product of the fossilization of child language. Instead, it suggests that forms existing in the baseline undergo gradual attrition over the life span of a HS. This result is consistent with observations on narrative structure in child and adult HSs (Polinsky, 2008b). Evidence from word order facts suggests that relative clause reanalysis in adult HSs cannot be attributed to transfer from English.

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