Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency

Arslan, Burcu; Aktan-Erciyes, Aslı; Göksun, Tilbe

doi:10.1017/s1366728923000196

Cited by 7 publications

(2 citation statements)

References 77 publications

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“…Regarding RQ 3, the majority of gestures were not found to overlap (either fully or partially) with fluencemes in the L1 or L2 interactions. This finding is consistent with previous research [17,20,21] suggesting that the majority of gestures tend to co-occur with fluent speech rather than SPs or other disfluencies. Our findings complement previous research by examining the types of fluencemes and gestures occurring during overlaps, as previous studies have rarely incorporated a range of fluency-related features or analyzed the specific gesture types during overlaps.…”

Section: Discussionsupporting

confidence: 93%

“…Even though relatively few studies have tackled the relationship between fluency and gesture in L1 or L2 production, this topic is gaining more and more attention (read [16] for a full review) in different languages (e.g., English, French, Dutch, Italian, Spanish, German, and Turkish [17][18][19]). Notably, Graziano and Gullberg's [20] work on gesture and disfluency in oral narratives among different groups of speakers (L1 speakers, adult and child L2 learners in Dutch and Italian) revealed two major trends: (1) speakers rarely produce fluencemes during gestures, and (2) these co-occurring gestures can serve both referential and pragmatic functions.…”

Section: Fluency and Gesturementioning

confidence: 99%

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The interplay between speech fluency and gesture in L1 Finnish and L2 English task-based interactions

Peltonen,

Kosmala,

Götz

et al. 2023

Disfluency in Spontaneous Speech (DiSS) Workshop 2023

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In second language (L2) fluency research, (dis)fluencies are often examined from monologue speech without reference to the speakers' visual-gestural behavior or first language (L1) data. However, research on L1 and L2 gestures has revealed an intricate relationship between gestures and (dis)fluency, underscoring the need for more research on the topic. Extending these two lines of research, this pilot study examines the interplay between speech fluency and gesture in L1 Finnish and L2 English task-based interactions (N = 8). The data were collected as part of a larger project. The fluency-related features (fluencemes) examined in the present study included silent and filled pauses, prolongations, and four repair features. The functional gesture types included referential (deictic and representational) and pragmatic (discursive, interactive, and thinking) gestures. The gestures were also coded for the degree of overlap (full, partial, or no overlap) with fluencemes. Our results showed that the gestures and fluencemes were more frequently produced in the L2 than in the L1, but the distributions of gesture and fluenceme types were relatively similar across L1 and L2 interactions. The majority of gestures did not overlap with fluencemes, corroborating previous findings. The findings have implications for L2 speech fluency and gesture research.

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Section: Discussionsupporting

confidence: 93%

Section: Fluency and Gesturementioning

confidence: 99%

The interplay between speech fluency and gesture in L1 Finnish and L2 English task-based interactions

Peltonen,

Kosmala,

Götz

et al. 2023

Disfluency in Spontaneous Speech (DiSS) Workshop 2023

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Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children

Beradze,

Meir

2024

J Autism Dev Disord

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There is little research on the production of speech disfluencies such as silent pauses, repetitions, self-corrections, and filled pauses (e.g., eh, em) in monolingual autistic children, and there is no data on this crucial part of speech production in bilingual autistic children. This study aims to address this gap by examining disfluency production in bilingual autistic and non-autistic children across two linguistically distinct languages, HL-Russian (the home language) and SL-Hebrew (the societal language). Fifty-one bilingual Russian-Hebrew-speaking autistic and non-autistic children aged 5–9 (autistic: n = 21; non-autistic: n = 30), matched for age and non-verbal intelligence, participated in picture-based story-generation tasks (LITMUS MAIN, Gagarina et al., ZAS Papers in Linguistics, 63:1–36, 2019). Audio recordings of narrative samples were transcribed, coded, and scored for eleven disfluency types using CLAN tools. The non-autistic group produced higher overall disfluency rate than the autistic group. The autistic group exhibited fewer filled and silent pauses than the non-autistic group in HL-Russian. Furthermore, non-autistic children manifested varied distribution of disfluency types across languages, while autistic children displayed more consistent patterns across languages. In summary, we replicated findings from previous research on monolinguals only partly, as no between-group difference in filled pauses was found in SL-Hebrew. Additionally, bilingual autistic children exhibited language-universal patterns of disfluency production, whereas their non-autistic peers displayed language-specific patterns.

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Language Assessment in Bilingual Turkish-Speaking Preschoolers With Developmental Language Disorders: A Tutorial

Saban-Dülger,

Özcebe

2024

Perspect ASHA SIGs

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Purpose: Developmental language disorder (DLD) is a common childhood disorder that hinders children from functioning in other developmental areas, such as social–emotional and cognitive domains. Consequently, a comprehensive speech and language assessment of children is of great importance. Of concern, however, is the challenge for speech and language pathologists to assess the speech and language skills of bilingual children. This article aims to inform clinicians, researchers, and other experts working with bilingual Turkish-speaking children with DLD about bilingual language assessment. Method: The current literature on Turkish–English bilingual language acquisition and bilingual language assessment is reviewed, and the general characteristics of bilingual development are reported. In order to understand how the first language affects the second language, a contrastive analysis of the Turkish and English languages is summarized. A case study is described to highlight essential factors to take into account when creating a comprehensive language assessment battery for Turkish, covering all areas impacted by DLD. Results: The results of the proposed language assessment protocol are analyzed, and its practical use is discussed. Additionally, the case study child's strengths and the skills requiring support are interpreted with regard to their implications for daily life activities and prospective academic requirements. Conclusions: This tutorial highlights the importance of comprehensive language assessment for the differential diagnosis of DLD in bilinguals as the most essential step to develop an appropriate intervention program and counseling procedures. Such assessment considers individual as well as cultural differences of children and their family members.

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Multimodal language in bilingual and monolingual children: Gesture production and speech disfluency

Cited by 7 publications

References 77 publications

The interplay between speech fluency and gesture in L1 Finnish and L2 English task-based interactions

The interplay between speech fluency and gesture in L1 Finnish and L2 English task-based interactions

Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children

Language Assessment in Bilingual Turkish-Speaking Preschoolers With Developmental Language Disorders: A Tutorial

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