scholarly journals Nonword Repetition and Sentence Imitation as Clinical Markers for Primary Language Impairment in bilingual French-English- and English-French-speaking children in Northern Ontario

2017 ◽  
Vol 1 ◽  
pp. 61-69
Author(s):  
Sara Dubreuil-Piché ◽  
Jenna Lachance ◽  
Chantal Mayer-Crittenden
Keyword(s):  
Language Impairment ◽  
Theoretical Background ◽  
Target Language ◽  
Nonword Repetition ◽  
Bilingual Children ◽  
Primary Language ◽  
Clinical Markers ◽  
Language Exposure ◽  
Sentence Imitation ◽  
Primary Language Impairment

Studies indicate that nonword repetition and sentence imitation are useful tools when assessing bilingual children. Bilingual children with primary language impairment (PLI) typically score lower on these two tasks than their typically developing counterparts. Studies show that bilingual children are not disadvantaged during nonword repetition if they have limited language exposure. However, since sentence imitation tasks are constructed with words from the target language, it is expected that it would be more influenced by previous language exposure. The goal of this article will be to review the influence of bilingual exposure on both tasks. This review provides the theoretical background for future studies that will compare the accuracy of both tasks when identifying PLI in bilingual children.

scholarly journals Lexical profiles of bilingual children with primary language impairment

2014 ◽  
Vol 17 (4) ◽  
pp. 766-783 ◽  
Author(s):  
KERRY DANAHY EBERT ◽  
GIANG PHAM ◽  
KATHRYN KOHNERT
Keyword(s):  
Language Impairment ◽  
Lexical Processing ◽  
The United States ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Primary Language ◽  
Expressive Vocabulary ◽  
Older Children ◽  
Increased Risk ◽  
Primary Language Impairment

This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.

Monolingual and Bilingual Children With and Without Primary Language Impairment: Core Vocabulary Comparison

2014 ◽  
Vol 30 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Manon Robillard ◽  
Chantal Mayer-Crittenden ◽  
Michèle Minor-Corriveau ◽  
Roxanne Bélanger
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Primary Language ◽  
Primary Language Impairment ◽  
Core Vocabulary

scholarly journals Semantic Convergence in Spanish–English Bilingual Children With Primary Language Impairment

2013 ◽  
Vol 56 (2) ◽  
pp. 766-777 ◽  
Author(s):  
Li Sheng ◽  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Casey Taliancich-Klinger
Keyword(s):  
Language Impairment ◽  
Word Association ◽  
Semantic Knowledge ◽  
Bilingual Children ◽  
Primary Language ◽  
Normative Sample ◽  
English Bilingual ◽  
Association Behavior ◽  
Primary Language Impairment ◽  
Degree Of Convergence

Purpose To examine the degree of convergence in word association responses produced by bilingual children with primary language impairment (PLI) in relation to bilingual age peers. Method Thirty-seven Spanish–English bilingual children with PLI, 37 typically developing (TD) controls, and a normative sample of 112 children produced associations to 24 English and Spanish words. The 5 most frequent responses for each stimulus were identified for the normative sample; then the frequency of occurrence of these frequent normative responses was tabulated and compared between the PLI and TD groups. Results Children with PLI generated fewer frequent normative responses than their TD peers. Spearman rank correlations revealed that the rank frequency of responses in the normative group was significantly correlated with that of the TD and PLI groups; however, in English, the correlation was stronger for the TD cohort. Cross-language associations were also revealed in the generation of frequent norming responses. Conclusions Semantic convergence is determined by multiple factors. Reduced production of frequent normative responses and weakened correlation with group association behavior in English suggest that children with PLI were delayed in converging on a central core of semantic knowledge that is characteristic of bilingual children with typical language skills.

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