bilingual children
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2022 ◽  
pp. 243-272
Author(s):  
Jasmijn E. Bosch ◽  
Mathilde Chailleux ◽  
Jia’en Yee ◽  
Maria Teresa Guasti ◽  
Fabrizio Arosio
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2022 ◽  
Vol 6 (1) ◽  
pp. 7
Author(s):  
Maren Eikerling ◽  
Matteo Secco ◽  
Gloria Marchesi ◽  
Maria Teresa Guasti ◽  
Francesco Vona ◽  
...  

Ideally, language and reading skills in bilingual children are assessed in both languages spoken in order to avoid misdiagnoses of communication or learning disorders. Due to limited capacity of clinical and educational staff, computerized screenings that allow for automatic evaluation of the children’s performance on reading tasks (accuracy and speed) might pose a useful alternative in clinical and school settings. In this study, a novel web-based screening platform for language and reading assessment is presented. This tool has been preliminarily validated with monolingual Italian, Mandarin–Italian and English–Italian speaking primary school children living and schooled in Italy. Their performances in the screening tasks in Italian and—if bilingual—in their native language were compared to the results of standardized/conventional reading assessment tests as well as parental and teacher questionnaires. Correlations revealed the tasks that best contributed to the identification of risk for the presence of reading disorders and showed the general feasibility and usefulness of the computerized screening. In a further step, both screening administrators (Examiners) and child participants (Examinees) were invited to participate in usability studies, which revealed general satisfaction and provided suggestions for further improvement of the screening platform. Based on these findings, the potential of the novel web-based screening platform is discussed.


2022 ◽  
Vol 6 ◽  
Author(s):  
Johanne Paradis ◽  
Tamara Sorenson Duncan ◽  
Stephanie Thomlinson ◽  
Brian Rusk

Over-identification of language disorder among bilingual children with typical development (TD) is a risk factor in assessment. One strategy for improving assessment accuracy with bilingual children is to determine which linguistic sub-domains differentiate bilingual children with TD from bilingual children with developmental language disorder (DLD). To date, little research on sequential bilinguals with TD and DLD has focussed on complex (multi-clausal) sentences in naturalistic production, even though this is a noted domain of weakness for school-age monolinguals with DLD. Accordingly, we sought to determine if there were differences in the use of complex sentences in conversational and narrative tasks between school-age sequential bilinguals with TD and with DLD at the early stages of L2 acquisition. We administered a conversation and a narrative task to 63 English L2 children with TD and DLD, aged 5–7 years with 2 years of exposure to the L2. Children had diverse first language backgrounds. The L2-TD and L2-DLD groups were matched for age, length of L2 exposure and general L2 proficiency (receptive vocabulary size). Language samples from both tasks were coded and analyzed for the use of complex versus simple sentences, for the distribution of complex sentence types, for clausal density and mean length of utterance (MLU). Complex sentences included coordinated clauses, sentential complement clauses, adverbial clauses and relative clauses. Using regression modelling and PERMANOVA, we found that the L2-TD group produced more complex sentences than the L2-DLD group, with coordinated clauses, adverbial clauses and relative clauses differing the most between the groups. Furthermore, the two groups differed for mean clausal density, but not for MLU, indicating that clausal density and MLU did not estimate identical morphosyntactic abilities. Individual variation in complex sentence production for L2-TD was predicted by longer L2 exposure and task; by contrast, for L2-DLD, it was predicted by older age. This study indicates that complex sentence production is an area of weakness for bilingual children with DLD, as it is for monolinguals with DLD. The clinical implications of these findings are discussed.


2022 ◽  
Vol 12 ◽  
Author(s):  
Shahrzad Rezaeerezvan ◽  
Hossein Kareshki ◽  
Majid Pakdaman

The present study attempted to investigate the effect of cognitive-behavioral play therapy (CBPT) on the improvements in the expressive linguistic disorders of bilingual children. The population consists of all bilingual children with expressive linguistic disorders studying in preschools. Considering the study’s objectives, a sample of 60 people, in three groups (experimental, control, and pseudo-control), were selected using WISC, TOLD, and clinical interviews. The experimental group members participated in CBPT training sessions. The training consisted of twelve 90-min sessions, three times per week programs held every other day. The pseudo-control group received training different from play therapy. The experimental group members were subjected to the follow-up test 2 months after the end of the intervention. All three groups sat the TOLD3 test before and after the experiment. Data analysis was carried out using ANCOVA. The results of data analysis suggested that CBPT can improve the expressive language disorders of bilingual children.


2022 ◽  
Vol 15 ◽  
Author(s):  
Tanja Rinker ◽  
Yan H. Yu ◽  
Monica Wagner ◽  
Valerie L. Shafer

Lateral temporal measures of the auditory evoked potential (AEP) including the T-complex (positive Ta and negative Tb), as well as an earlier negative peak (Na) index maturation of auditory/speech processing. Previous studies have shown that these measures distinguish neural processing in children with typical language development (TD) from those with disorders and monolingual from bilingual children. In this study, bilingual children with Turkish as L1 and German as L2 were compared with monolingual German-speaking children with developmental language disorder (DLD) and monolingual German-speaking children with TD in order to disentangle effects of limited language input vs. reduced perceptual abilities in the processing of speech and non-speech stimuli. Sensory processing reflected by the T-complex (or from lateral temporal electrode sites) was compared in response to a German vowel and a sine-wave tone in the three groups of children, ages 5 through 6 years. Stimuli were presented while children watched a muted video. Auditory evoked potentials (AEPs) were time-locked to the vowels and tones. AEPs to the frequent (standard) stimuli within an oddball paradigm were analyzed at the left (T7) and right (T8) temporal electrode sites.The results revealed language status (monolingual, bilingual, and DLD), stimulus (vowel and tone), and language test measures (receptive and expressive) all influenced the T-complex amplitudes. Particularly, the peak amplitude of Ta was modulated by language status and stimulus type. Bilingual children had significantly more negative Ta responses than the monolingual children with TD for both vowels and tones while DLD children differed from TD children only for the vowel stimulus. The amplitude of the T-complex was overall more negative at the left than at the right site. The Na peak latency was longer for the bilingual group than that observed for the two monolingual groups. The Tb latency was shorter for DLD and bilingual groups than that for TD children in the vowel condition, but no such latency difference between DLD and bilingual children was found. We suggest that the attenuated T-complex for bilingual children indicates continued plasticity of the auditory cortex to allow for learning of novel, second-language speech sounds.


2022 ◽  
Vol 213 ◽  
pp. 105256
Author(s):  
David Giguere ◽  
Daniel J. Dickson ◽  
Michelle K. Tulloch ◽  
Erika Hoff

2022 ◽  
pp. 162-175
Author(s):  
Amy A. Weimer ◽  
Mario Gil ◽  
J. Joy Esquierdo

The chapter synthesizes findings from diverse disciplinary perspectives to make the case that we need a new lens to better serve the diversity of bilingual learners. Drawing upon theories and findings from studies by educators, child developmentalists, and neuroscientists, but moving beyond any one disciplinary perspective, the authors aim to create a unity of new knowledge developed of theories from across disciplines. This approach is exactly what is needed to address the complexity of factors surrounding bilingual learners. Taking a transdisciplinary approach will allow us to move closer toward an understanding of the many factors affecting bilingual children and families, and this new knowledge can be applied to promote their educational and lifelong success.


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