Measuring language development in bilingual children: Swedish- Arabic children with and without language impairment

Håkansson, Gisela; Salameh, Eva-Kristina; Nettelbladt, Ulrika

doi:10.1515/ling.2003.009

Cited by 113 publications

(71 citation statements)

References 39 publications

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“…This raises the issue of how to differentiate slowly developing bilinguals from those children who have a speech disorder. According to Håkansson, Salameh, and Nettelbladt (2003), SwedishArabic bilinguals with language impairment at preschool showed a balanced low level of proficiency in both languages, whereas their peers displayed a higher level of language development in at least one language. If this holds true, some children with low proficiency in both Finnish and Russian might be at high risk for speech disorders and literacy-related problems.…”

Section: Active Social Interactions Explain Spectrum Of Bflamentioning

confidence: 99%

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

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Language proficiency before school entry has proven to be a powerful predictor of literacy development. This longitudinal study examined how simultaneous exposure to two richly inflected languages from birth contributes to the development of language-related literacy precursors at preschool age compared to peers exposed to one language. The community language turned out to be the stronger language of the bilinguals by 4 years of age and to a great extent ageappropriate compared to monolingual peers. The same initial exposure conditions resulted in three bilingual and two monolingual language proficiency profiles. For the bilinguals changes in the proportion of exposure to two home languages and frequency of language-specific social interactions explained proficiency in each language, whereas for the monolinguals exposure did not explain language proficiency. Our findings give support for the primary impact of exposure on the development of bilingualism and preliteracy skills.

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Section: Active Social Interactions Explain Spectrum Of Bflamentioning

confidence: 99%

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

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“…Cross-linguistic research comparing the acquisition of agreement relations in SLI and L2 acquisition shows that both learner populations show similarities in the substitution types used (Paradis and Crago, 2000;Håkansson, 2001;Håkansson et al, 2003;Paradis et al, 2003;Paradis, 2005). In order to be able to distinguish the predictions from the two types of theories discussed above, adult L2 acquisition needs to show a qualitatively different error pattern from child L1 and child L2 acquisition, at least to some extent.…”

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confidence: 99%

Dutch gender in specific language impairment and second language acquisition

Orgassa¹,

Weerman²

2008

Second Language Research

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“…Investigations of the use of GrUS were employed, first through a cross-sectional design [17]. These results formed the basis for a longitudinal design, where the children were assessed on a total of 3 occasions during a 12-month period [18].…”

Section: Preschool Childrenmentioning

confidence: 99%

A Tool for Grammatical Development Assessment in a Second Language

Salameh

2019

Folia Phoniatr Logop

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Objective: This paper describes an alternative assessment tool for second language learning, based on Processing Theory (PT). The basis of this theory is that language learners cannot acquire what they cannot process. This paper presents a tool, based on this theory that avoids the over- or under-diagnosis of language impairment in second language learners. Method: This tool has five levels, with the prerequisites for the following step at each level. Each level is designed to determine children’s ability to process language factors required at each stage. The five levels begin with identification and acquisition of words in a target language and end with the acquisition of grammar based on word order rules. Results: Findings were that bilingual children, with typical language development, were successful at level 4 (the phrase and morphology level) after 2 years of exposure to Swedish. Bilingual children with language impairment were much slower in their language development in both their first and second languages.

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Measuring language development in bilingual children: Swedish- Arabic children with and without language impairment

Cited by 113 publications

References 39 publications

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Dutch gender in specific language impairment and second language acquisition

A Tool for Grammatical Development Assessment in a Second Language

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