Intervention With Linguistically Diverse Preschool Children

Kohnert, Kathryn; Yim, Dongsun; Nett, Kelly; Kan, Pui Fong; Durán, Lillian K.

doi:10.1044/0161-1461(2005/025)

Cited by 199 publications

(86 citation statements)

References 52 publications

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“…Children who demonstrated language maintenance were able to demonstrate more vocabulary and language skills than the children in the language loss group. Our results are consistent with a body of emerging research that has asserted that preservation of home language and culture ensures optimal continued language development for young emergent bilinguals (Genesee et al, 2004;Guiberson, 2005;Gutierrez-Clellen, 1999;Kay-Raining Bird et al, 2005;Kohnert, Yim, Nett, Kan, & Duran, 2005;Moore & Perez-Mendez, 2006;Restrepo & Kruth, 2000). Our analyses also suggest that (a) language loss can occur under various language usage and exposure conditions and (b) a number of differing language behaviors may be observed.…”

Section: Discussionsupporting

confidence: 93%

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

Guiberson

Barrett

Jancosek

et al. 2006

Communication Disorders Quarterly

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In this study, the authors plotted the Spanish language usage of 10 preschool-age children over the course of 3 years and assigned them to one of two groups: language maintenance and language loss. The authors then compared the groups' scores on structured tasks, language behaviors, and language usage/exposure variables. They found that children in the language loss group presented with more grammatical errors, whereas the language maintenance group performed better on Spanish vocabulary and language tasks. No specific variable was predictive of maintenance or loss, but the children from the language loss group began to use more English with family members or peers.

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Section: Discussionsupporting

confidence: 93%

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

Guiberson

Barrett

Jancosek

et al. 2006

Communication Disorders Quarterly

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“…More specifically, if the exposure to either the host or the ethnic language falls below a certain limit, a bilingual child will not acquire full competence in that particular language (Genesee 2008). If a child does not develop the ethnic language well, this can have long-term effects on the social, emotional and academic development and family dynamics (Kohnert et al 2005). However, it can be expected that the thirdgeneration toddlers in this study will eventually use the Dutch language more than their second-generation mothers (Hakuta and D'Andrea 1992).…”

Section: Discussionmentioning

confidence: 95%

“…The host language is important for children in their school environment and daily life in the host country, whereas the maintenance of the ethnic language can be important in the home environment and is part of the children's cultural background. Studies in other countries and with other ethnic groups have shown that mothers' increase of the host language use with their children might be at the expense of developing ethnic language skills but without any significant benefit for the children's host language development (Hammer et al 2009;Kohnert et al 2005). If the same is true for Turkish mothers in The Netherlands, informing these mothers about such processes is desirable.…”

Section: % Non-western Immigrants In Neighborhoodmentioning

confidence: 89%

Bilingual toddlers reap the language they sow: ethnic minority toddlers' childcare attendance increases maternal host language use

Prevoo

Mesman

IJzendoorn

et al. 2011

Journal of Multilingual and Multicultural Development

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This study investigated the development and correlates of language use in bilingual Turkish-Dutch immigrant mothers and their toddlers. In this short-term longitudinal study 87 mothers completed questionnaires on their Dutch and Turkish language use, ethnic identity and use of childcare. Observational data were obtained for maternal supportive presence and observed language use with the child. We found evidence that mothers who felt more strongly connected to the Turkish culture spoke more Turkish and less Dutch with their toddlers. The amount of Dutch that was used in motherÁtoddler communication increased significantly between the ages of two and three years. Mothers of children who started visiting childcare or who lived in a neighbourhood with a low percentage of non-western immigrants showed a larger increase in use of the Dutch language with their toddlers. Our findings emphasise the importance of contextual factors in determining language use in ethnic minority families.

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“…Bilingual children with language disorders may be at an even greater risk for L1 loss, because they encounter the same social factors as their bilingual peers with typical development and struggle with additional difficulties in language learning Restrepo & Kruth, 2000). Treatment planning for this population needs to include systematic support of the first language in order to increase communication between parents and children and promote children's overall well-being (Kohnert, Yim, Nett, Kan, & Duran, 2005).…”

Section: Bilingual Pli Profilementioning

confidence: 99%

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment

Ebert

Pham

2017

LSHSS

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Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population-school-age bilingual speakers with primary language impairment-and considers the clinical implications for bilingual assessment. Method: Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish. Children were separated into younger (ages 5;6 [years; months]-8;11) and older (ages 9;0-11;2) groups. Analysis included correlations with age and partial correlations between language sample measures and test scores in each language. Results: Within the younger group, positive correlations with large effect sizes indicated convergence between test scores and microstructural language sample measures in both Spanish and English. There were minimal correlations in the older group for either language. Age related to English but not Spanish measures. Conclusions: Tests and language samples complement each other in assessment. Wordless picture-book narratives may be more appropriate for ages 5-8 than for older children. We discuss clinical implications, including a case example of a bilingual child with primary language impairment, to illustrate how to synthesize information from these tools in assessment.C linical language assessment of school-age children serves multiple purposes. The main goals are to identify a disorder, describe a child's language system, plan for treatment, and monitor ongoing progress (Kohnert, 2013). To accomplish these varied goals, a comprehensive assessment includes direct measures of a child's language as well as indirect measures that have been gathered from reviewing existing educational and medical information, interviewing parents and teachers, and systematically observing within structured and unstructured settings. Cheng (1997) termed this comprehensive assessment framework the RIOT process: review, interview, observation, and testing. For bilingual children, it is essential to include both first and second languages (L1 and L2) in this assessment framework.The present article focuses on the testing portion of the RIOT process, which can serve multiple purposes within a comprehensive language assessment. Two types of testing tools-standardized tests and language samples-are considered for a group of bilingual children with primary language impairment (PLI). We examine the extent to which these two types of assessment tools are related within each language and discuss how our results can contribute to a broader understanding of bilingual PLI. We present a case example to illustrate how the two sources of information can be integrated to address two specific assessment purposes: describing the overall language system and planning for treatment. Before presenting the data, we frame the study by reviewing the us...

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Intervention With Linguistically Diverse Preschool Children

Cited by 199 publications

References 52 publications

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants

Bilingual toddlers reap the language they sow: ethnic minority toddlers' childcare attendance increases maternal host language use

Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment

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