Children's bilingual status is important because the interest here is in narrative performance in both languages of bilingual children, in particular the within-subject, cross language comparisons. As Paradis (2010) has argued, there are some structures where performance differences will point to a temporary lack of opportunity for mastery, whereas other structures will be markers of underlying difficulties. We expect the discriminators to be language specific, depending on attested vulnerabilities for each of the languages involved. Narratives were examined for macrostructure (goals, attempts, and outcomes), microstructure (e.g., length, lexis, and morphosyntax), and mental state terms (MSTs). Thirty-one preschool children (TLD = 19, SLI = 12) retold stories accompanied by six pictures that were matched across content (Baby Birds/Baby Goats) and to the extent possible across languages (first language/second language) for macrostructure, microstructure, and MSTs in the framework of the Working Group on Narrative and Discourse Abilities in COST Action 0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment. The macrostructure results confirmed previous findings showing similar performance in both languages for children with TLD and those diagnosed with SLI. Consistent with previous findings on narrative abilities among bilingual children, microstructure analysis of verbal productivity, length of communication units, and lexical diversity distinguished children with TLD from those with SLI. An analysis of MSTs yielded more MSTs in children's second language, in particular more mental verbs. The most prevalent MSTs used in all narratives were early acquired perceptual and motivational verbs (“see” and “want”). Overall, distinctions between narratives of children with TLD and SLI were found primarily for microstructure features, where error analysis was particularly important in uncovering possible markers, especially in second languages.

This paper evaluates the contribution of external background factors which pertain to the child’s environment (e.g., parent education, parent occupation, family size, etc.), and internal ones which reflect the child’s time related experience with language (e.g., chronological age, age of L2 onset, etc.) to the development of linguistic skills in the two languages of bilingual children. 65 Russian-German (Mean age: 66mo, Range: 47-86mo) and 78 Russian-Israeli migrant children (Mean age: 70mo, Range: 58-81) with comparable mean length of L2 exposure (M=37mo) and family size (1.88 children) but different Socio-Economic Status (SES), were tested with a battery of language and their parents were interviewed.. Overall, internal, temporal, factors showed a stronger relationship to language measures than external, environmental, factors: age of L2 onset and length of L2 exposure correlated with L2, while parents’ education/occupation showed positive correlations with both L1 and L2 measures. In the Russian-German cohort, which had a sub-group with relatively lower SES, SES positively correlated with L1 success as well.

The results are very promising for identifying SLI in bilingual children and for showing that testing in the majority language with bilingual cut-off points can provide an accurate classification.

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The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) in both languages (L1 Russian and L2 Hebrew) using sentence repetition (SRep) tasks with a fundamental aim to disentangle the language abilities of bilingual children with typical language development (biTLD) from those of bilingual children with SLI (biSLI). Four groups of children participated ( N=85) in the study: 45 L1 Russian–L2 Hebrew sequential bilinguals (30 biTLD and 15 biSLI), 20 monolingual Russian-speaking children and 20 monolingual Hebrew-speaking children. The SRep tasks in Russian and in Hebrew were based on Language Impairment Testing in Multilingual Settings (LITMUS) SRep developed within COST Action IS0804 titled “Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment”. The tasks in Russian and in Hebrew contained 56 sentences of different length and complexity. The bilingual–monolingual comparisons yielded differences only in L1 Russian, where the monolingual Russian-speaking children outperformed bilingual children with typical language development (TLD) in their first language. In L2 Hebrew, no significant differences emerged between monolingual speakers of Hebrew and bilinguals. Comparisons of bilingual children with and without SLI showed that both the quantity and the quality of errors differentiate the two bilingual groups. In both languages (L1 and L2), bilingual children with TLD outperformed their peers with SLI. Bilingual children with SLI produced specific error patterns like those previously reported for monolingual children with SLI, i.e. omission of coordinators and subordinators, omission of prepositions, and simplification of wh-questions and relative clauses. These error patterns are unique to children with SLI and cannot be attributed to L1–L2 influence, while the errors of children in the biTLD group can be traced to cross-linguistic influence (mostly L2 influence on L1). We conclude that SRep tasks are an effective means to bring us closer to distinguishing bilingual children with SLI from those with TLD. They allow us to make quantitative and qualitative comparisons of performance and errors. But, perhaps more importantly, they point to underlying grammatical representations, in particular those linked to cross-linguistic influence and reduced exposure, as a way of distinguishing bilingual children with and without SLI.