In this study, we explore if French-European Portuguese (EP)-speaking bilingual toddlers produce the same number of words as their monolingual peers, in French, in EP, or in both languages. Furthermore, we explore the link between language dominance and lexicon size. We tested 53 bilingual French-EP children, among which 16 were 16–18 months old, 16 were 24–25 months old and 21 were 30–35 months old. The parents completed the French and the EP Communicative Development Inventory (adaptations of MacArthur–Bates CDI [Fenson et al., 2007]), the PaBiQ (Tuller, 2015) to evaluate language dominance and the ASQ-3 (Squires et al., 2009) to assess their developmental stages. The total vocabulary (both language combined, TV?F+EP), the total vocabulary (TV) in each language (TV?EP and TV?F) and the conceptual vocabulary (CV) were calculated. These vocabulary measures were compared with the monolingual norms in French and EP. The results showed that almost all participants had the same performance in vocabulary acquisition as their monolingual peers in French and EP, measured through the CDI in each language respectively. Their TV?F+EP and CV exceeded the vocabulary of monolinguals and language dominance was correlated with vocabulary size.
{"title":"Lexical Development in Bilingual French/ Portuguese Speaking Toddlers","authors":"S. Kern, D. Valente, Christophe dos Santos","doi":"10.1558/JMBS.V1I2.11880","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11880","url":null,"abstract":"In this study, we explore if French-European Portuguese (EP)-speaking bilingual toddlers produce the same number of words as their monolingual peers, in French, in EP, or in both languages. Furthermore, we explore the link between language dominance and lexicon size. We tested 53 bilingual French-EP children, among which 16 were 16–18 months old, 16 were 24–25 months old and 21 were 30–35 months old. The parents completed the French and the EP Communicative Development Inventory (adaptations of MacArthur–Bates CDI [Fenson et al., 2007]), the PaBiQ (Tuller, 2015) to evaluate language dominance and the ASQ-3 (Squires et al., 2009) to assess their developmental stages. The total vocabulary (both language combined, TV?F+EP), the total vocabulary (TV) in each language (TV?EP and TV?F) and the conceptual vocabulary (CV) were calculated. These vocabulary measures were compared with the monolingual norms in French and EP. The results showed that almost all participants had the same performance in vocabulary acquisition as their monolingual peers in French and EP, measured through the CDI in each language respectively. Their TV?F+EP and CV exceeded the vocabulary of monolinguals and language dominance was correlated with vocabulary size.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"57 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72414698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We report that (i) L1 German learners of Japanese as a foreign language allowed a sloppy interpretation of null arguments in the course of their L2 development, and that (ii) the sloppy interpretation between the L1 German group and the Japanese control group was, statistically, significantly different. Under Ishino’s (2012) Feature Transfer and Feature Learning model on second language acquisition (SLA) which we adopt, it is not immediately clear what type of null arguments the L1 German learners permit in their L2 Japanese. We argue that L1 German learners of L2 Japanese adopt German verbatim topic drop (Trutkowski, 2016) to make sloppy interpretation of null arguments available in their Japanese, an instance of L1 transfer. The current proposal is consistent with Yamada and Miyamoto’s (2017) finding that null arguments available in the L2 Japanese grammar of other European non-pro-drop language speakers do not permit sloppy interpretation, for verbatim topic drop is an operation specific to German.
{"title":"On the Interpretation of Null Arguments in L2 Japanese by L1 German Speakers","authors":"Y. Miyamoto, Kazumi Yamada","doi":"10.1558/JMBS.V1I2.11803","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11803","url":null,"abstract":"We report that (i) L1 German learners of Japanese as a foreign language allowed a sloppy interpretation of null arguments in the course of their L2 development, and that (ii) the sloppy interpretation between the L1 German group and the Japanese control group was, statistically, significantly different. Under Ishino’s (2012) Feature Transfer and Feature Learning model on second language acquisition (SLA) which we adopt, it is not immediately clear what type of null arguments the L1 German learners permit in their L2 Japanese. We argue that L1 German learners of L2 Japanese adopt German verbatim topic drop (Trutkowski, 2016) to make sloppy interpretation of null arguments available in their Japanese, an instance of L1 transfer. The current proposal is consistent with Yamada and Miyamoto’s (2017) finding that null arguments available in the L2 Japanese grammar of other European non-pro-drop language speakers do not permit sloppy interpretation, for verbatim topic drop is an operation specific to German.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82223505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this work we will test the ability of nominal gender to be ‘infinitely reusable as an “active goal” for the operation Agree’ (Carstens, 2010) in mixed Italian/ English clauses. In particular, we will analyse long-distance gender relations that are realised outside the DP domain in compound ergative clauses, where an Italian ergative past participle must agree in gender (and number) with the DP-syntactic subject: specifically, the ‘active goal’ for the operation Agree may be either a monolingual English DP or a mixed DP. Moreover, the mixed ergative clauses will be embedded under an English or an Italian matrix clause, in order to see if the language of the latter affects acceptability judgements. Crucially, we aimed to assess which mixed agreement patterns are preferred in codeswitching contexts, as well as the role played by the language of the matrix clause. Furthermore, we have tested and shown to what extent the Matrix Language Framework is adequate to account for the acceptability of the various mixed combinations.
{"title":"Past Participle Agreement in Codeswitching Contexts","authors":"G. Cocchi, Cristina Pierantozzi","doi":"10.1558/JMBS.V1I2.11802","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11802","url":null,"abstract":"In this work we will test the ability of nominal gender to be ‘infinitely reusable as an “active goal” for the operation Agree’ (Carstens, 2010) in mixed Italian/ English clauses. In particular, we will analyse long-distance gender relations that are realised outside the DP domain in compound ergative clauses, where an Italian ergative past participle must agree in gender (and number) with the DP-syntactic subject: specifically, the ‘active goal’ for the operation Agree may be either a monolingual English DP or a mixed DP. Moreover, the mixed ergative clauses will be embedded under an English or an Italian matrix clause, in order to see if the language of the latter affects acceptability judgements. Crucially, we aimed to assess which mixed agreement patterns are preferred in codeswitching contexts, as well as the role played by the language of the matrix clause. Furthermore, we have tested and shown to what extent the Matrix Language Framework is adequate to account for the acceptability of the various mixed combinations.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"168 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74161759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Bernhardt, D. Ignatova, W. Amoako, N. Aspinall, S. Marinova-Todd, J. Stemberger, K. Yokota
Previous research on Bulgarian consonant acquisition reports earlier acquisition of stops, nasals and glides than fricatives, affricates and liquids. The current study expands the investigation of Bulgarian consonant acquisition. The primary objective was to identify characteristics of protracted versus typical phonological development (PPD versus TD) relative to consonant match (accuracy) levels and mismatch patterns. A native speaker audio-recorded and transcribed single-word productions (110-word list) of sixty 3- to 5-year-olds (30 TD, 30 PPD). Another two transcribers confirmed transcriptions using acoustic analysis for disambiguation. Data generally confirmed previous findings regarding the order of consonant acquisition. Factors characteristic of PPD in comparison with TD were: lower match levels, especially at age 3 for onsets in unstressed syllables: later mastery of laterals; and a greater proportion and range of mismatch patterns, including deletion and more than one feature mismatch per segment (e.g., Manner & Place). The paper concludes with clinical and research implications.
{"title":"Bulgarian Consonant Acquisition in Preschoolers with Typical versus Protracted Phonological Development","authors":"B. Bernhardt, D. Ignatova, W. Amoako, N. Aspinall, S. Marinova-Todd, J. Stemberger, K. Yokota","doi":"10.1558/JMBS.V1I2.11801","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11801","url":null,"abstract":"Previous research on Bulgarian consonant acquisition reports earlier acquisition of stops, nasals and glides than fricatives, affricates and liquids. The current study expands the investigation of Bulgarian consonant acquisition. The primary objective was to identify characteristics of protracted versus typical phonological development (PPD versus TD) relative to consonant match (accuracy) levels and mismatch patterns. A native speaker audio-recorded and transcribed single-word productions (110-word list) of sixty 3- to 5-year-olds (30 TD, 30 PPD). Another two transcribers confirmed transcriptions using acoustic analysis for disambiguation. Data generally confirmed previous findings regarding the order of consonant acquisition. Factors characteristic of PPD in comparison with TD were: lower match levels, especially at age 3 for onsets in unstressed syllables: later mastery of laterals; and a greater proportion and range of mismatch patterns, including deletion and more than one feature mismatch per segment (e.g., Manner & Place). The paper concludes with clinical and research implications.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We use code-switched structures to investigate how gender is represented in the mind of an adult English-Spanish bilingual (Spanish is the Heritage language) who has Prader-Willi Syndrome (PWS), a genetic disorder that presents both behavioral disturbances and intellectual and linguistic disabilities. The latter remains entirely unexplored in the case of bilingual speakers. Previous research (Liceras et al., 2016) using an Acceptability Judgment Task (AJT) and a Sentence Completion Task (SCT) has shown that typically-developing (TD) Spanish-dominant English-Spanish bilinguals (but not English-dominant bilinguals) prefer gender-matching switched Determiner+Noun (concord) and Subject+Adjectival Predicate (agreement) structures, as La[theF] house[casaF] or The house[la casaF] es roja[is redF] over non-matching ones, as El[theM] house[casaF] or The house[la casaF] es rojo[is redM], which means that these bilinguals abide by the so- called ‘analogical criterion’ (AC): they assign English Nouns the gender of their translation equivalent in Spanish. These same two tasks were administered to a 34 year-old male English-Spanish bilingual (English dominant) with PWS. The results show that in the AJT, he rates both matching and non-matching concord and agreement structures high but has a stronger preference for all structures that abide by the AC. In the SCT, he unambiguously abides by the AC with both types of structures as TD Spanish-dominant bilinguals do. These results constitute a first step towards investigating which linguistic abilities may be compromised in the case of the PWS population and provide evidence that bilingualism does not seem to have a negative effect on the activation of formal features in their grammars.
我们使用代码转换结构来研究一个患有Prader-Willi综合征(一种表现为行为障碍和智力和语言障碍的遗传疾病)的英西双语者(西班牙语是传统语言)的性别是如何在其头脑中表现出来的。对于说双语的人来说，后者完全没有被研究过。先前的研究(Liceras et al.， 2016)使用可接受性判断任务(AJT)和句子完成任务(SCT)表明，典型发展(TD)西班牙语主导型英语-西班牙语双语者(但不是英语主导型双语者)更喜欢性别匹配切换的限定词+名词(concord)和主语+形容词谓语(agreement)结构，如La[theF] house[casaF]或The house[La casaF] es roja[is redF]而不是非匹配结构。如El[theM] house[casaF]或The house[la casaF] es rojo[is redM]，这意味着这些双语者遵守所谓的“类比标准”(AC):他们赋予英语名词在西班牙语翻译中对应的性别。对一名34岁的英西双语(英语占主导地位)男性PWS患者进行了同样的两项任务。结果表明，在AJT中，他对匹配和非匹配的和谐和协议结构的评价都很高，但对所有符合AC的结构都有更强的偏好。在SCT中，他与TD西班牙语优势双语者一样明确地遵守这两种结构的AC。这些结果是研究PWS人群中哪些语言能力可能受到损害的第一步，并提供了双语似乎对其语法中形式特征的激活没有负面影响的证据。
{"title":"Grammatical Gender in Atypical Language Development","authors":"J. Liceras, Estela García-Alcaraz","doi":"10.1558/JMBS.V1I2.11878","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11878","url":null,"abstract":"We use code-switched structures to investigate how gender is represented in the mind of an adult English-Spanish bilingual (Spanish is the Heritage language) who has Prader-Willi Syndrome (PWS), a genetic disorder that presents both behavioral disturbances and intellectual and linguistic disabilities. The latter remains entirely unexplored in the case of bilingual speakers. Previous research (Liceras et al., 2016) using an Acceptability Judgment Task (AJT) and a Sentence Completion Task (SCT) has shown that typically-developing (TD) Spanish-dominant English-Spanish bilinguals (but not English-dominant bilinguals) prefer gender-matching switched Determiner+Noun (concord) and Subject+Adjectival Predicate (agreement) structures, as La[theF] house[casaF] or The house[la casaF] es roja[is redF] over non-matching ones, as El[theM] house[casaF] or The house[la casaF] es rojo[is redM], which means that these bilinguals abide by the so- called ‘analogical criterion’ (AC): they assign English Nouns the gender of their translation equivalent in Spanish. These same two tasks were administered to a 34 year-old male English-Spanish bilingual (English dominant) with PWS. The results show that in the AJT, he rates both matching and non-matching concord and agreement structures high but has a stronger preference for all structures that abide by the AC. In the SCT, he unambiguously abides by the AC with both types of structures as TD Spanish-dominant bilinguals do. These results constitute a first step towards investigating which linguistic abilities may be compromised in the case of the PWS population and provide evidence that bilingualism does not seem to have a negative effect on the activation of formal features in their grammars.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83339797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study’s aim was to investigate the self-perceptions of bilingual peoplewho stutter as uncovered by their word choices during social interaction.Specifically, the perceptions they have about themselves relative to their stuttering are examined using qualitative methods. Three bilingual males who stutter were recruited from stuttering support groups. Semi-structured interviews were conducted to elicit participants’ perspectives on their stuttering experiences. Tools derived from Systemic Functional Linguistic (SFL) theory were used to analyse interview transcripts revealing how participants use linguistic resources to appraise, organise and convey their identities relative to their stuttering. SFL-based analyses revealed individual topics in each participant’s talk including: being prideful about stuttering out of necessity, shifting identity based on views about stuttering, and adopting various identities depending on social context. Analysis of word selections and clause structures revealed that all three participants project a positive identity relative to their stuttering, though they still struggle with negative feelings.
{"title":"Linguistic Construction of Identity by Bilinguals Who Stutter","authors":"Angela M. Medina, J. Tetnowski, N. Müller","doi":"10.1558/JMBS.V1I2.11879","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11879","url":null,"abstract":"This study’s aim was to investigate the self-perceptions of bilingual peoplewho stutter as uncovered by their word choices during social interaction.Specifically, the perceptions they have about themselves relative to their stuttering are examined using qualitative methods. Three bilingual males who stutter were recruited from stuttering support groups. Semi-structured interviews were conducted to elicit participants’ perspectives on their stuttering experiences. Tools derived from Systemic Functional Linguistic (SFL) theory were used to analyse interview transcripts revealing how participants use linguistic resources to appraise, organise and convey their identities relative to their stuttering. SFL-based analyses revealed individual topics in each participant’s talk including: being prideful about stuttering out of necessity, shifting identity based on views about stuttering, and adopting various identities depending on social context. Analysis of word selections and clause structures revealed that all three participants project a positive identity relative to their stuttering, though they still struggle with negative feelings.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82493306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. H. Edwards, Mary L. Zampini, Caitlin Cunningham
This study examines the impact of Hong Kong listeners’ English language proficiency on the intelligibility and perceived accentedness and comprehensibility of speakers of English from Hong Kong, China, Singapore and the United States. The study had two main aims: (1) to examine how proficiency impacts listeners’ perceptions of how accented and comprehensible different varieties of English are and how this differs from speech intelligibility; (2) to examine whether listeners benefited from a shared background effect differently by proficiency level. The research findings have pedagogical implications as they can improve understanding of which proficiency levels may benefit most from instruction and how a shared background may mitigate proficiency effects. They also help researchers understand the extent to which listeners’ own English proficiency impacts their evaluations of the speech characteristics of other speakers of English, an area of research that is still relatively unexplored.
{"title":"Listener Proficiency and Shared Background Effects on the Accentedness, Comprehensibility and Intelligibility of Four Varieties of English","authors":"J. H. Edwards, Mary L. Zampini, Caitlin Cunningham","doi":"10.1558/JMBS.V1I2.11867","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11867","url":null,"abstract":"This study examines the impact of Hong Kong listeners’ English language proficiency on the intelligibility and perceived accentedness and comprehensibility of speakers of English from Hong Kong, China, Singapore and the United States. The study had two main aims: (1) to examine how proficiency impacts listeners’ perceptions of how accented and comprehensible different varieties of English are and how this differs from speech intelligibility; (2) to examine whether listeners benefited from a shared background effect differently by proficiency level. The research findings have pedagogical implications as they can improve understanding of which proficiency levels may benefit most from instruction and how a shared background may mitigate proficiency effects. They also help researchers understand the extent to which listeners’ own English proficiency impacts their evaluations of the speech characteristics of other speakers of English, an area of research that is still relatively unexplored.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78437450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children’s ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.
{"title":"Learning the Plural from Variable Input","authors":"Cynthia Lukyanenko, Karen Miller","doi":"10.1558/JMBS.V1I2.11788","DOIUrl":"https://doi.org/10.1558/JMBS.V1I2.11788","url":null,"abstract":"Natural languages frequently display both consistent and variable morphological patterns. Previous studies have indicated that variable morphological patterns are mastered more slowly than consistent ones. In particular, it has been argued that Chilean children, who are exposed to variable plural-marking, take longer to consistently associate the plural marker to a more-than-one interpretation than children who are exposed to non-variable plural-marking (e.g. children from Mexico City). Building on this previous work, the present study assesses Chilean children’s ability to associate the plural marker to a more-than-one interpretation in both an act-out task and an eye-tracking task, in order to compare performance across different contexts and between offline and real-time comprehension, and to enrich our understanding of the acquisition of variable morphology.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84477387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Best practice for bilingual speakers involves considering performance in each language the client uses. To support this practice for young clients, a comprehensive understanding of how bilingual children develop skills in each language is needed. To that end, the present work investigates relative use of English tense and agreement (T/A) morphemes - a skill frequently considered as part of a complete language assessment - in Spanish-English developing bilingual preschoolers with varying levels of language ability. Results indicate that developing bilingual children with both typical and weak language skills demonstrate greater use of copula and auxiliary BE relative to third person singular, past tense and auxiliary DO. Findings thus reveal a relative ranking of T/A morphemes in developing bilingual children that differs from that of English monolingual children, who demonstrate relatively later emergence and productivity of auxiliary BE. In turn, findings demonstrate the importance of utilizing appropriate comparisons in clinical practice.
{"title":"Spanish-English Bilingual Children's Relative Use of English Tense and Agreement Morphemes.","authors":"Irina Potapova, Sonja L Pruitt-Lord","doi":"10.1558/jmbs.11125","DOIUrl":"https://doi.org/10.1558/jmbs.11125","url":null,"abstract":"<p><p>Best practice for bilingual speakers involves considering performance in each language the client uses. To support this practice for young clients, a comprehensive understanding of how bilingual children develop skills in each language is needed. To that end, the present work investigates relative use of English tense and agreement (T/A) morphemes - a skill frequently considered as part of a complete language assessment - in Spanish-English developing bilingual preschoolers with varying levels of language ability. Results indicate that developing bilingual children with both typical and weak language skills demonstrate greater use of copula and auxiliary <i>BE</i> relative to third person singular, past tense and auxiliary <i>DO</i>. Findings thus reveal a relative ranking of T/A morphemes in developing bilingual children that differs from that of English monolingual children, who demonstrate relatively later emergence and productivity of auxiliary <i>BE.</i> In turn, findings demonstrate the importance of utilizing appropriate comparisons in clinical practice.</p>","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"1 1","pages":"118-142"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7996399/pdf/nihms-1679946.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25540527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The parent report or rating instrument commonly known as the CDI is an effective and fast method for evaluating, among other things, young children’s early comprehension and production vocabulary. It is widely used with both monolingual and bilingual populations. However, when the CDI is used with bilingual populations, methodological issues arise as to how the instrument can best be employed so that the evaluation is as complete and equitable as possible. It is commonly agreed that children need to be evaluated in both their languages. Who should provide these dual language data is less clear, and there is little attention to how data should be evaluated. Based on a detailed case study, this article focuses on some of these issues, with particular consideration given to (1) the added value of engaging more than a single rater per language in CDI data collection, and (2) the way ratings are processed. Given appropriate methodological attention, the CDI can effectively screen young bilingual children for a possible language delay. The article ends with a proposal for how one could do so in clinical practice.
{"title":"Equitable Evaluation Of Bilingual Children's Language Knowledge Using the CDI","authors":"A. D. Houwer","doi":"10.1558/JMBS.11184","DOIUrl":"https://doi.org/10.1558/JMBS.11184","url":null,"abstract":"The parent report or rating instrument commonly known as the CDI is an effective and fast method for evaluating, among other things, young children’s early comprehension and production vocabulary. It is widely used with both monolingual and bilingual populations. However, when the CDI is used with bilingual populations, methodological issues arise as to how the instrument can best be employed so that the evaluation is as complete and equitable as possible. It is commonly agreed that children need to be evaluated in both their languages. Who should provide these dual language data is less clear, and there is little attention to how data should be evaluated. Based on a detailed case study, this article focuses on some of these issues, with particular consideration given to (1) the added value of engaging more than a single rater per language in CDI data collection, and (2) the way ratings are processed. Given appropriate methodological attention, the CDI can effectively screen young bilingual children for a possible language delay. The article ends with a proposal for how one could do so in clinical practice.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84004110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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