Language profiles of Welsh-English bilingual children with Down syndrome

Ward, Rebecca; Sanoudaki, Eirini

doi:10.1016/j.jcomdis.2021.106126

Cited by 6 publications

(5 citation statements)

References 77 publications

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“…Weaker lexical retrieval in bilinguals with CI/HI 82,86,87 , DLD 28,[31][32][33] and ASD 56,59,62 was recorded, however, results were inconsistent in CI/HI 76 . No difference in metalinguistic awareness in children with ASD 58 , or phonological awareness in children with ASD 43 or DS 95 was recorded.…”

Section: Bilingual Neurodivergent Childrenmentioning

confidence: 90%

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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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Section: Bilingual Neurodivergent Childrenmentioning

confidence: 90%

“…Similar deficits were seen in expressive morphosyntax of monolingual and bilinguals with DS. Receptive and productive language for monolinguals and bilinguals with DS was comparable 95,96 . No negative effects of bilingualism were reported.…”

Section: Down Syndromementioning

confidence: 91%

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

Leung,

Molnar

2023

Preprint

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“…Sin embargo, hoy en día tenemos evidencia de que individuos con DI ligada a síndromes genéticos como el SD (Kay-Raining Bird et al, 2005), el síndrome de Williams (Barisnikov et al, 1996), el síndrome de X frágil (Jarmendi, 2002) o el SPW (Liceras & Garcia-Alcaraz, 2019), por citar algunos, sí pueden ser bilingües. Igualmente, la bibliografía previa también ha puesto de manifiesto que el hecho de hablar dos lenguas no parece tener un efecto negativo en estos individuos (Cleave et al, 2014;Katsarou & Andreou, 2019;Ward & Sanoudaki, 2021;entre otros). Sin embargo, es importante destacar que la bibliografía con la que contamos en la actualidad es muy limitada y restringida principalmente a la población con SD, el trastorno cromosómico más común que conlleva DI (Roberts et al, 2007).…”

Section: Bilingüismo En Poblaciones Con Síndromes Genéticosunclassified

Bilingüismo y discapacidad intelectual: habilidades lingüísticas y metalingüísticas, en castellano y en catalán, de hablantes con el síndrome Prader-Willi

Garcia-Alcaraz,

M. Liceras

2024

Rev. investig. logop.

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Este estudio investiga las habilidades lingüísticas y metalingüísticas de bilingües de castellano y catalán con discapacidad intelectual ligada a síndromes genéticos. A los participantes se les administraron pruebas estandarizadas y una prueba experimental. Respecto a esta última, adoptando el marco cognitivo metalingüístico de Bialystok y colaboradores, ocho bilingües con síndrome Prader-Willi completaron, tanto en castellano como en catalán, una tarea de juicios de gramaticalidad que manipulaba la gramaticalidad y la plausibilidad semántica de los ítems experimentales. Como resultado, la tarea contenía oraciones que incluían diferentes niveles de conocimiento lingüístico y habilidades de control ejecutivo. Trabajos previos reflejan que los bilingües con desarrollo típico muestran (i) resultados similares en ambas lenguas en aquellas oraciones que requieren una alta exigencia de control ejecutivo pero un bajo conocimiento lingüístico (medida metalingüística) y (ii) mejores resultados en la lengua dominante en aquellas oraciones que requieren un alto conocimiento lingüístico pero una baja exigencia de control ejecutivo (medida lingüística). Los resultados obtenidos reflejan que los bilingües incluidos en este estudio muestran habilidades lingüísticas y metalingüísticas comparables en las dos lenguas.

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“…Indeed, many professionals (e.g., physicians, speech-language therapists, psychologists, behavioral specialists, and teachers) discourage bilingualism and encourage families to expose their children with NDDs solely to the majority, or dominant, language of the society (e.g., English in the U.S.) to promote language development and academic success ( Ijalba, 2016 ; Kay-Raining Bird et al, 2012 ; Uljarević et al, 2016 ). However, recent studies focused on children with various NDDs show no adverse effects of multilingual exposure ( Edgin et al, 2011 ; Katsarou & Andreou, 2019 ; Uljarević et al, 2016 ; Ward & Sanoudaki, 2021 ). If anything, positive effects on the development of their cognitive skills, as well as on their communication and social functioning, have been observed.…”

mentioning

confidence: 98%

“…Another study demonstrated that simultaneous bilinguals with Down syndrome (DS) exhibited the same ability to learn novel words as NT bilinguals matched on non-verbal mental age and monolinguals with DS ( Cleave et al, 2014 ). Studies have also shown that bilingual children with DS do not differ in their receptive and productive language skills or their phonological awareness skills from monolingual children with DS ( Katsarou & Andreou, 2019 ; Ward & Sanoudaki, 2021 ). In addition, bilingualism has been shown to be a powerful cognitive reserve delaying the onset of dementia by approximately 4 years in neurotypical adults ( Perani & Abutalebi, 2015 ), which could have its benefits for individuals with DS as well given their high risk of developing early onset Alzheimer’s disease ( del Hoyo Soriano et al, 2015 ; Krinsky-McHale & Silverman, 2013 ).…”

mentioning

confidence: 99%

Parental Survey on Spanish-English Bilingualism in Neurotypical Development and Neurodevelopmental Disabilities in the United States

Soriano

Villarreal

Abbeduto

2023

Adv Neurodev Disord

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Objectives The cognitive and social benefits of bilingualism for children, including those with neurodevelopmental disabilities (NDDs), have been documented. The present study was designed to characterize and compare English and Spanish use in Hispanic families with and without NDDs residing in the U.S. as well as to understand parental perceptions of their child’s bilingualism and of community and professional support. Methods We conducted an online survey of 84 Spanish-speaking parents of 4- to 24-year-olds with (n = 44) and without NDDs (n = 40) who were born in and living in the U.S. Results We found that bilingualism was a desired goal for 95% of our families. We also found, however, that 17.1% of parents of children with NDDs have raised them as monolinguals English-speakers, as they thought there were reasons for that, while all families from the NT group raised their children in both languages. In addition, nearly 40% of the NDD children only speak English, compared to a 5% in the NT group. Finally, parents of children with NDDs cite a lack of support for bilingualism in the community (47.6% do not feel supported, compared to a 7.9% in the NT group) and recommendation from professionals as major factors for not raising their children as bilingual. Conclusions The results suggest a need to educate professionals from many disciplines about the benefits of bilingualism for children with NDDs and for implementation of inclusion policies that provide access to dual-language programs.

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Language profiles of Welsh-English bilingual children with Down syndrome

Cited by 6 publications

References 77 publications

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

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

Bilingüismo y discapacidad intelectual: habilidades lingüísticas y metalingüísticas, en castellano y en catalán, de hablantes con el síndrome Prader-Willi

Parental Survey on Spanish-English Bilingualism in Neurotypical Development and Neurodevelopmental Disabilities in the United States

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