German dative case marking in monolingual and simultaneous bilingual children with and without SLI

Scherger, Anna-Lena

doi:10.1016/j.jcomdis.2018.06.004

Cited by 6 publications

(5 citation statements)

References 32 publications

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“…In first language (L1) and eL2 acquisition literature, there is consensus that, owing to its high complexity, German case marking is acquired very late compared to other acquisition phenomena (Schulz and Grimm, 2019 ). However, the exact age of mastery of this complex morphosyntactic phenomenon in different types of acquisition (Scherger, 2016 , 2018 ; Ulrich et al, 2016 ; Lemmer, 2018 ; Schulz and Grimm, 2019 ) and possible fossilization of eL2 acquisition (Scherger, 2019 ) is still under debate. In monolingual acquisition, the reported age of mastery of the case marking paradigm is between 4;6 (Schmitz, 2006 ) and 9;0 years (Ulrich et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The Bilingual Native Speaker Competence: Evidence From Explicit and Implicit Language Knowledge Using Elicited Production, Sentence-Picture Matching, and Pupillometry

et al. 2021

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The present pilot study investigated potential effects of early and late child bilingualism in highly proficient adult bilinguals. It has been shown that some early second language (eL2) speakers stagnate when it comes to complex linguistic phenomena and that they display subtle difficulties in adulthood. Therefore, we have chosen the complex structure of double object constructions. We investigate the long-term achievement in a combined-method approach using elicited production, explicit comprehension by sentence-picture matching and a measure of implicit linguistic knowledge, namely pupillometry. This eye tracking method is suitable for measuring implicit reactions of the pupils to unexpected or ungrammatical stimuli. For production, ditransitive structures were elicited by means of a game. For comprehension, a sentence-picture matching task was conducted. Two pictures were shown on a monitor that were equal with respect to the involved objects, but the thematic roles of direct and indirect objects were interchanged. Items were controlled for length, gender, animacy, semantic likelihood and word order. Reaction times and accuracy scores were analyzed. To this end, N = 18 bilingual adult speakers of German (+ another language, mean age: 26.5) with different ages of onset participated in this study and were compared to N = 26 monolingual German adult speakers (mean age 23.9). All participants had a proficiency of German above 89% correct in placement and cloze tests. Results show fully comparable productive and comprehensive competencies in monolinguals and bilinguals including the reaction times in the sentence-picture matching task and a word order effect on the reaction times in both groups. In the pupillometry task, we found monolinguals and bilinguals to be sensitive to differing conditions with respect to grammatical and ungrammatical utterances. However, we find between group differences in pupil dilations in that bilinguals react differently to strong grammatical violations than monolinguals. These results are discussed with respect to the term of native speaker competence and the variation within both groups.

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Section: Introductionmentioning

confidence: 99%

The Bilingual Native Speaker Competence: Evidence From Explicit and Implicit Language Knowledge Using Elicited Production, Sentence-Picture Matching, and Pupillometry

et al. 2021

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“…In terms of language abilities, comparable performances between monolinguals and bilinguals were seen in consonant clusters productions 27 , novel word learning 28 , dative case marking 29 and causal relations 30 in narrative abilities and performance on language battery 31 .…”

Section: Developmental Language Disordermentioning

confidence: 92%

Examining Bilingual Neurodiversity in Development: Recent Insights Through an Equity, Diversity, and Inclusion Lens

Leung,

Molnar

2023

Preprint

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This narrative review provides an updated overview of the effects of bilingualism on language and cognition of children with neurodevelopmental disorders. Our multi-pronged search yielded literature conducted with populations with developmental language disorder, autism spectrum disorder and attentional disorders, hearing impairment and other neurodevelopmental disorders and conditions. Although much of the focus remains on developmental language disorder and autism spectrum disorder, research interests are slowly growing to fill in the gaps of how bilingualism affects other populations with differential patterns of development. Our review shows that a conclusive understanding of this relationship is hindered by the assessment types (i.e., not validated for bilinguals) and practices (e.g., confounds, languages assessed) involved in the evaluation of bilingual children. Areas such as acquired pediatric disorders remain understudied. Defining, measuring, and reporting bilingualism as multi-dimensional, persists as an obstacle to cross-comparison between children with different disorders. Recommendations for further investigations in this area are provided.

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“…Early acquisition phenomena might be more appropriate for children with low LoE (e.g., SVA, see Rice et al, 2007;Rothweiler et al, 2012Rothweiler et al, , 2017. Late acquisition phenomena might be more appropriate to use in assessment of children with higher LoE (e.g., case marking, see Ruigendijk, 2015, Scherger, 2018Lemmer, 2018). Furthermore, due to the timing in acquisition, one linguistic phenomenon that helps disentangle DLD from bilingualism by one particular age might not necessarily be useful for diagnosing children of other ages (see Scherger, 2018Scherger, , 2019.…”

Section: Subject-verb Agreement In German and Its Acquisitionmentioning

confidence: 99%

“…Late acquisition phenomena might be more appropriate to use in assessment of children with higher LoE (e.g., case marking, see Ruigendijk, 2015, Scherger, 2018Lemmer, 2018). Furthermore, due to the timing in acquisition, one linguistic phenomenon that helps disentangle DLD from bilingualism by one particular age might not necessarily be useful for diagnosing children of other ages (see Scherger, 2018Scherger, , 2019. Therefore, whether or not a respective phenomenon -related to AoO and LoE -can disentangle DLD from bilingualism should be confirmed by studies that concentrate on smaller age ranges.…”

Section: Subject-verb Agreement In German and Its Acquisitionmentioning

confidence: 99%

Elicited Subject-Verb Agreement in German Early L2 Children with Developmental Language Disorders

Scherger

2019

Journal of the European Second Language Association

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The present study investigates whether subject-verb agreement (SVA) serves as a clinical indicator for developmental language disorders (DLD) in early second language learning (eL2) children. Using a LITMUStool (language impairment testing in multilingual settings) described by de Jong (2015) for eliciting SVA contexts, 22 German eL2 children aged six to eight years with and without DLD are tested for their ability to mark SVA in first-, second-and third-person singular forms of transitive verbs. Results show significant differences between eL2 children with and without DLD. Other factors shaping the eL2 acquisition process, namely age of onset, length of exposure, first language and the amount of second-language German input at home, do not appear to have a significant influence on the total SVA marking. However, some of the children with DLD in this age bracket have already mastered the German SVA paradigm. It is thus concluded that SVA is a reliable indicator of DLD in most cases. However, due to its diagnostic accuracy of 82% it should not be used as a screening on its own but must always be accompanied by the investigation of later acquisition phenomena in order to avoid underdiagnoses.

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German dative case marking in monolingual and simultaneous bilingual children with and without SLI

Cited by 6 publications

References 32 publications

The Bilingual Native Speaker Competence: Evidence From Explicit and Implicit Language Knowledge Using Elicited Production, Sentence-Picture Matching, and Pupillometry

The Bilingual Native Speaker Competence: Evidence From Explicit and Implicit Language Knowledge Using Elicited Production, Sentence-Picture Matching, and Pupillometry

Examining Bilingual Neurodiversity in Development: Recent Insights Through an Equity, Diversity, and Inclusion Lens

Elicited Subject-Verb Agreement in German Early L2 Children with Developmental Language Disorders

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