Cognitive and Linguistic Profiles of Specific Language Impairment and Semantic-Pragmatic Disorder in Bilinguals

Jordaan, Heila; Shaw-Ridley, Gill; Serfontein, Jean; Orelowitz, Kerry; Monaghan, Nicole

doi:10.1159/000052670

Cited by 13 publications

(13 citation statements)

References 20 publications

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“…Contrary to what has been proposed for children with BLI (Jordan et al, 2001), maintaining bilingualism did not result in a disruption of the profile generally anticipated for monolingual speakers with LI. Still, some questions remain unanswered.…”

Section: Bilingualism and LIcontrasting

confidence: 99%

“…Consistent with processing limitation accounts, children with BLI were assumed to have an inability to allocate sufficient resources to the acquisition of both languages (Jordan, Shaw-Ridley, Serfontein, Orelowitz, and Monaghan, 2001). These reports inferred that children with BLI would fail to progress in L2 English if the L1 was maintained.…”

Section: Bilingualism and Language Impairmentmentioning

confidence: 93%

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English past tense use as a clinical marker in older bilingual children with language impairment

Jacobson

Livert

2010

Clinical Linguistics & Phonetics

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This study compared the use of English past tense in a group of Spanish-English bilingual children with language impairment (BLI) to younger groups of bilinguals with typical and atypical language development reported in an earlier study. Ten children with BLI enrolled in 3rd-6th grade participated. Children supplied 12 regular, 12 irregular, and 12 novel past tense verbs on an elicitation task. The results demonstrated that despite 2.5 years of school exposure, older children with BLI still lagged in the production of regular and novel past tense verbs when compared to the younger typically developing (TD) controls. Although the rates of productive errors on irregular verbs increased, the older students nonetheless failed to achieve rates of over-regularization comparable to the younger TD group. These data extend earlier findings regarding the exceptional challenge of past tense use, particularly with respect to finite verb morphology in certain children with BLI. These challenges, combined with similarities between monolingual and bilingual impairment, are largely compatible with a linguistic deficit account.

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Section: Bilingualism and LIcontrasting

confidence: 99%

Section: Bilingualism and Language Impairmentmentioning

confidence: 93%

English past tense use as a clinical marker in older bilingual children with language impairment

Jacobson

Livert

2010

Clinical Linguistics & Phonetics

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“…Although the clinical applications of bilingualism [11,12] have been well described and some, albeit insufficient, research [13][14][15][16] has been conducted to give direction in this regard, this is a domain of practice in which it would seem that the realities are very different to the ideals suggested by theoretical models. This study thus focused on determining how speech-language therapists are dealing with bilingual language-impaired children internationally.…”

Section: Jordaanmentioning

confidence: 99%

Clinical Intervention for Bilingual Children: An International Survey

Jordaan¹

2008

Folia Phoniatr Logop

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This paper reports on the results of an international survey undertaken by the Multilingual Affairs Committee of the IALP, to investigate the intervention provided to bilingual children. Information pertaining to 157 children was obtained from 99 speech-language therapists in 13 countries. The survey addressed biographical details and language background of the children, the diagnosed communication disorder, language competence of the therapists, issues pertaining to the language of intervention, use of interpreters, advice given to parents regarding the use of each language, and possible results of intervention. The findings are specific to each country and related to the sociolinguistic context. Very few therapists provide bilingual intervention, although many have strategies for ensuring the development of both languages, such as advising parents to speak only the home language. Therapists were generally unable to provide quantifiable intervention results due to a paucity of assessment materials for bilinguals. The IALP Multilingual Affairs Committee used the results of this survey to develop guidelines for working with multilingual populations with communication disorders.

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“…Most studies have focused on children acquiring a mother tongue (e.g., Cantonese, Punjabi heritage language, Spanish) in a predominantly English-speaking environment (e.g., UK, US). Another type of bilingual language learning context occurs when more than one language is extensively used in the community (e.g., South Africa, Jordaan, Shaw-Ridley, Serfontein, & Orelowitz, 2001; Singapore, Gupta, & Chandler, 1993).…”

Section: Introductionmentioning

confidence: 99%

Phonological acquisition in Malta: A bilingual language learning context

Grech

Dodd

2008

International Journal of Bilingualism

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A total of 241 Maltese children aged 2;0-6;0 years, drawn randomly from the public registry of births, were assessed on a picture naming task to evaluate phone articulation, phonology and consistency of word production. Children were allowed to use the language they chose (either Maltese or English). Ninetythree children (38.6%) were reported by parents to speak both Maltese and English at home, 137 (56.9%) were reported to speak Maltese and 11 (4.7%) only English at home. The data gained were analyzed for percent consonants and vowels correct, adult phonemes absent, developmental speech error patterns, number of English and Maltese words used, and the percentage of children using translation equivalents. The children who were reported to be only exposed to English at home were not compared statistically with other children because of the small number in that group. The data showed an increase in phonological competence over the age range and differences between children reported to be exposed to one as opposed to two languages at home. Many children, irrespective of reported home language context, used both English and Maltese during assessment. The results were interpreted as showing independent phonological systems that nevertheless interacted; a bilingual language learning context affected word naming language choice.

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Cognitive and Linguistic Profiles of Specific Language Impairment and Semantic-Pragmatic Disorder in Bilinguals

Cited by 13 publications

References 20 publications

English past tense use as a clinical marker in older bilingual children with language impairment

English past tense use as a clinical marker in older bilingual children with language impairment

Clinical Intervention for Bilingual Children: An International Survey

Phonological acquisition in Malta: A bilingual language learning context

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