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Kambanaros, Maria; Grohmann, Kleanthes K.; Michaelides, Michalis; Theodorou, Eleni – Bilingualism: Language and Cognition, 2014
We report on object and action picture-naming accuracy in two groups of bilectal speakers in Cyprus, children with typical language development (TLD) and children with specific language impairment (SLI). Object names were overall better retrieved than action names by both groups. Given that comprehension for action names was relatively intact for…
Descriptors: Verbs, Nouns, Greek, Foreign Countries
Kan, Pui Fong – Journal of Child Language, 2014
Children's ability to learn and retain new words is fundamental to their vocabulary development. This study examined word retention in children learning a home language (L1) from birth and a second language (L2) in preschool settings. Participants were presented with sixteen novel words in L1 and in L2 and were tested for retention after…
Descriptors: Retention (Psychology), Vocabulary Development, Language Acquisition, Second Language Learning
Williams, Marian E.; Sando, Lara; Soles, Tamara Glen – Journal of Psychoeducational Assessment, 2014
Cognitive assessment of young children contributes to high-stakes decisions because results are often used to determine eligibility for early intervention and special education. Previous reviews of cognitive measures for young children highlighted concerns regarding adequacy of standardization samples, steep item gradients, and insufficient floors…
Descriptors: Intelligence Tests, Decision Making, High Stakes Tests, Eligibility
Jacobson, Peggy F. – Bilingualism: Language and Cognition, 2012
This study examined object clitic pronouns (OCPs) and verb inflections in twenty-five school-age children with typical development (TD) and twenty children with bilingual language impairment (BLI). MANOVA and ANOVA were used to explore differences according to grade level and language status (TD vs. BLI). Although children with BLI produced higher…
Descriptors: Instructional Program Divisions, Verbs, Morphemes, Language Impairments
Coderre, Emily L.; Van Heuven, Walter J. B.; Conklin, Kathy – Bilingualism: Language and Cognition, 2013
Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English-Chinese and Chinese-English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the…
Descriptors: Interference (Language), Bilingualism, Native Language, Color
Seal, Brenda C.; DePaolis, Rory A. – Sign Language Studies, 2014
Support for baby signing (BS) with hearing infants tends to converge toward three camps or positions. Those who advocate BS to advance infant language, literacy, behavioral, and cognitive development rely heavily on anecdotal evidence and social media to support their claims. Those who advocate BS as an introduction to another language, such as…
Descriptors: Infants, Sign Language, Bilingualism, Language Research
Hambly, Catherine; Fombonne, Eric – Journal of Autism and Developmental Disorders, 2012
The impact of bilingual exposure on language learning has not been systematically studied in children with Autism Spectrum Disorders. This study compared the social abilities and language levels of children (mean age = 56 months) with ASDs from bilingual (n = 45) and monolingual (n = 30) environments. Bilingually-exposed children were subgrouped…
Descriptors: Autism, Infants, Interpersonal Communication, Interaction
Soderman, Anne K. – Phi Delta Kappan, 2010
A dual immersion program in Chinese and English at the 3e International School in Beijing is helping children become fluent in both languages, even though many students spoke neither language when they entered the school. Children enter the program as young as two years old. Studies indicate that bilingual children have higher levels of cognitive…
Descriptors: Immersion Programs, Young Children, Developmental Delays, Bilingualism
Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Senor, Melissa – Journal of Speech, Language, and Hearing Research, 2013
Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children.
Method: Total vocabulary and conceptual vocabulary were used to…
Descriptors: Bilingualism, Spanish Speaking, English, Language Impairments
Shatz, Marilyn, Ed.; Wilkinson, Louise C., Ed. – Guilford Publications, 2010
This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples.…
Descriptors: English (Second Language), Second Language Learning, Student Characteristics, Language Acquisition
Monner, Derek; Vatz, Karen; Morini, Giovanna; Hwang, So-One; DeKeyser, Robert – Bilingualism: Language and Cognition, 2013
To investigate potential causes of L2 performance deficits that correlate with age of onset, we use a computational model to explore the individual contributions of L1 entrenchment and aspects of memory development. Since development and L1 entrenchment almost invariably coincide, studying them independently is seldom possible in humans. To avoid…
Descriptors: Short Term Memory, Native Language, Second Language Learning, Grammar
Peer reviewed
McCradle, Peggy; And Others – Infants and Young Children, 1995
This article discusses the concepts, principles, and practical application of serving children who live in bilingual/bicultural households; explores possible reasons for delays identified in these children; and offers a population-based approach to intervention, using a case study of bicultural South Korean children and proposing a solution that…
Descriptors: Biculturalism, Bilingualism, Case Studies, Cultural Background
Guijarro-Fuentes, Pedro – Bilingualism: Language and Cognition, 2012
This paper examines the acquisition of interpretable features in English second language (L2) learners of Spanish by investigating the personal preposition a in Spanish. The distribution of a in direct object NPs relates to the animacy/specificity of the NP, the animacy/agentivity of the subject, and the semantics of the predicate (Torrego, 1998;…
Descriptors: Bilingualism, Second Language Learning, Spanish, Form Classes (Languages)
Chaidez, Virginia; Hansen, Robin L.; Hertz-Picciotto, Irva – Autism: The International Journal of Research and Practice, 2012
Objectives: To compare differences in autism between Hispanic and non-Hispanics. We also examined the relationship between multiple language exposure and language function and scores of children. Methods: The Childhood Autism Risks from Genetics and the Environment (CHARGE) study is an ongoing population-based case-control study with children…
Descriptors: Autism, Genetics, Receptive Language, Expressive Language
Mok, Peggy P. K. – Bilingualism: Language and Cognition, 2011
This study investigates the acquisition of speech rhythm by Cantonese-English bilingual children and their age-matched monolingual peers. Languages can be classified in terms of rhythmic characteristics that define English as stress-timed and Cantonese as syllable-timed. Few studies have examined the concurrent acquisition of rhythmically…
Descriptors: Language Dominance, Intervals, Syllables, Vowels