scholarly journals PRIMARY LANGUAGE IMPAIRMENT IN A CONTEXT OF MULTILINGUAL SOCIETY

2017 ◽  
Vol 1 (1) ◽  
pp. 34-38
Author(s):  
Svetlana Kapalková
Keyword(s):  
Language Impairment ◽  
Primary Language ◽  
Primary Language Impairment

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.

Language Sample Analysis and Elicitation Technique Effects in Bilingual Children With and Without Language Impairment

2017 ◽  
Vol 60 (10) ◽  
pp. 2852-2864 ◽  
Author(s):  
Maria Kapantzoglou ◽  
Gerasimos Fergadiotis ◽  
M. Adelaida Restrepo
Keyword(s):  
Language Impairment ◽  
Classification Accuracy ◽  
Sentence Length ◽  
Primary Language ◽  
Sample Analysis ◽  
Story Retelling ◽  
Language Sample Analysis ◽  
English Speaking ◽  
Primary Language Impairment ◽  
Language Sample

Purpose This study examined whether the language sample elicitation technique (i.e., storytelling and story-retelling tasks with pictorial support) affects lexical diversity (D), grammaticality (grammatical errors per communication unit [GE/CU]), sentence length (mean length of utterance in words [MLUw]), and sentence complexity (subordination index [SI]), which are commonly used indices for diagnosing primary language impairment in Spanish–English-speaking children in the United States. Method Twenty bilingual Spanish–English-speaking children with typical language development and 20 with primary language impairment participated in the study. Four analyses of variance were conducted to evaluate the effect of language elicitation technique and group on D, GE/CU, MLUw, and SI. Also, 2 discriminant analyses were conducted to assess which indices were more effective for story retelling and storytelling and their classification accuracy across elicitation techniques. Results D, MLUw, and SI were influenced by the type of elicitation technique, but GE/CU was not. The classification accuracy of language sample analysis was greater in story retelling than in storytelling, with GE/CU and D being useful indicators of language abilities in story retelling and GE/CU and SI in storytelling. Conclusion Two indices in language sample analysis may be sufficient for diagnosis in 4- to 5-year-old bilingual Spanish–English-speaking children.

Beyond morphosyntax in developing bilinguals and “specific” language impairment

2010 ◽  
Vol 31 (2) ◽  
pp. 303-310 ◽  
Author(s):  
Kathryn Kohnert ◽  
Kerry Danahy Ebert
Keyword(s):  
Language Learners ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Dual Language ◽  
Processing Capacity ◽  
Primary Language ◽  
Specific Language ◽  
Behavioral Profile ◽  
Domain Specific ◽  
Primary Language Impairment

In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.

Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment

2004 ◽  
Vol 25 (4) ◽  
pp. 543-564 ◽  
Author(s):  
KATHRYN KOHNERT ◽  
JENNIFER WINDSOR ◽  
RUTH MILLER
Keyword(s):  
Language Impairment ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Control Group ◽  
Primary Language ◽  
Objective Method ◽  
Only Children ◽  
English Only ◽  
English Speaking ◽  
Primary Language Impairment

We introduce an objective method for classifying phonological overlap between Spanish and English translation equivalents. This method then is exploited to examine spoken word recognition using stimuli with graded levels of phonological overlap. Performance by typical English-only speaking (EO) children and English-only children with primary language impairment (LI) is compared to a control group of bilingual Spanish–English peers (BI). Response time and accuracy separated groups, with the BI group outperforming the EO group, who in turn outperformed the LI group. Children with more severe LI are slower than those with mild LI, and LI severity is significantly correlated with speed. The two groups of monolingual children and the LI subgroups respond in a qualitatively similar way to decreasing phonological overlap.

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