Quantitative and qualitative differences in the lexical knowledge of monolingual and bilingual children on the LITMUS-CLT task

Altman, Carmit; Goldstein, Tamara; Armon-Lotem, Sharon

doi:10.1080/02699206.2017.1312533

Cited by 30 publications

(29 citation statements)

References 44 publications

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“…In line with the frequently made observation that bilingual children may lag behind monolingual peers in at least one of their two languages on (expressive) vocabulary, some studies found significant differences between monolinguals and bilinguals on the CLT (Altman, Goldstein & Armon-Lotem, 2017;Hansen et al, 2017). At the same time, other studies have failed to find such a difference, perhaps because they included simultaneous (rather than sequential) bilingual children (Lindgren, 2018), or children with substantially more input in the language of testing than in their other language(s) (Potgieter & Southwood, 2016).…”

Section: Measurementioning

confidence: 64%

Testing the validity of the Cross-Linguistic Lexical Task as a measure of language proficiency in bilingual children

Wonderen

Unsworth

2020

J. Child Lang.

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The Cross-linguistic Lexical Task (CLT; Haman, Łuniewska & Pomiechowska, 2015) is a vocabulary task designed to enable cross-linguistic comparisons both across and within (bilingual) children. In this paper we assessed the validity of the CLT as a measure of language proficiency in bilingual children, by determining the extent to which (i) age-matched, monolingual Spanish-speaking and Dutch-speaking children obtained similar scores, (ii) the CLT correlated with other measures of language proficiency in monolingual and bilingual children, and (iii) whether the factors underlying the CLT's construction, i.e., target words’ estimated Age of Acquisition and Complexity Index, were predictive of children's scores. Our results showed that, while the CLT correlated with other measures and is therefore a valid means of tapping into language proficiency, caution is required when using it to compare children's language proficiency cross-linguistically, as scores for Dutch-speaking and Spanish-speaking monolinguals sometimes differed.

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Section: Measurementioning

confidence: 64%

Testing the validity of the Cross-Linguistic Lexical Task as a measure of language proficiency in bilingual children

Wonderen

Unsworth

2020

J. Child Lang.

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“…The test includes subtests for vocabulary, sentence repetition, comprehension, oral expression, pronunciation and storytelling. Scores were measured against Altman et al’s (2016) adjusted bilingual norms. English was evaluated via the Core Language Score from the CELF-Preschool-2 (Wiig et al, 2004), which is often used to quantify English language performance.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, heritage speakers may perform relatively better in these tasks as they can draw on other strengths for support. Following instructions is also a receptive language task and outcomes may be expected to be more advanced than expressive language tasks (Altman et al, 2017, 2018). In the case of heritage language speakers, a difference of one or more than one standard deviation has been reported (Keller et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The development of English as a heritage language: The role of chronological age and age of onset of bilingualism

2020

Self Cite

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This study explores typically developing bilingual children’s performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a function of chronological age and age of onset of bilingualism. English–Hebrew typically developing bilingual children ( N = 240), ages 60–77 months, were compared to monolingual norms, using seven subtest standardized scores from the Clinical Evaluation of Language Fundamentals Preschool-2 (CELF-Preschool-2). Descriptive statistics, t-tests, ANCOVAs, multiple regression analysis, and post-hoc comparisons were conducted. English heritage language speakers presented with an asymmetric linguistic system influenced by their chronological age and age of onset of bilingualism. Results demonstrated that performance was more advanced for measures that were less reliant on language-specific skills. Measures dependent on grammatical knowledge were vulnerable to limitations but they were within the monolingual norms. In contrast, the lexicon was heavily influenced by bilingualism. These findings contribute to the literature on bilingual linguistic expectations and will have implications for theories of heritage language acquisition and language acquisition in general.

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“…Information included age of onset of societal language, length of exposure to the societal language calculated as the child’s chronological age minus age of onset, and current exposure to the societal language. As a control language measure, receptive vocabulary was assessed using comprehension subtests of the Hebrew LITMUS CLT task (Altman, Goldstein, & Armon-Lotem, 2017) and the Russian LITMUS CLT task (Gagarina & Nenonen, 2017).…”

Section: Methodsmentioning

confidence: 99%

Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA)

Meir

Novogrodsky

2019

First Language

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The aim of the current study was two-fold. First, it evaluated the influence of bilingualism on syntactic abilities and verbal memory of children with High Functioning Autism (HFA). Second, it explored the relationship between syntactic abilities and verbal memory of children with HFA and typical language development (TLD). Eighty-six monolingual Hebrew-speaking and bilingual Russian–Hebrew speaking children aged 4;6–9;2 years participated: 28 with HFA (14 monolingual and 14 bilingual) and 58 with TLD (28 monolingual and 30 bilingual). Syntactic abilities were assessed using Sentence Repetition tasks (bilingual children were tested in both languages). Verbal memory was evaluated using Forward Digit Span for verbal short-term memory and Backward Digit Span for verbal working memory. As a group, children with HFA scored lower than their TLD peers on measures of syntactic abilities and verbal memory. However, some children with HFA, monolingual and bilingual, showed intact syntactic abilities, while others scored at-risk for Language Disorder (LD). Importantly, syntactic abilities in children with HFA were not associated with their verbal memory skills. Furthermore, no differences in verbal memory were found between children with HFA who were at-risk for LD and children with no risk. Bilingualism did not influence Sentence Repetition scores when vocabulary was controlled for, and it did not affect verbal memory scores. The study demonstrated that (1) syntactic difficulties in children with HFA are not attributable to deficient verbal memory; moreover (2), regardless of languages status, children with HFA at-risk for LD exhibit impaired syntax similarly to those reported in the literature for children with Developmental Language Disorder. Finally, the findings show that bilingualism affects children with TLD and HFA similarly, demonstrating that bilingualism does not impede language and cognitive development in children with HFA.

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Quantitative and qualitative differences in the lexical knowledge of monolingual and bilingual children on the LITMUS-CLT task

Cited by 30 publications

References 44 publications

Testing the validity of the Cross-Linguistic Lexical Task as a measure of language proficiency in bilingual children

Testing the validity of the Cross-Linguistic Lexical Task as a measure of language proficiency in bilingual children

The development of English as a heritage language: The role of chronological age and age of onset of bilingualism

Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA)

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