Same or different: Narrative retells in bilingual Latino kindergarten children

Méndez, Lucía I.; Perry, Jamie L.; Holt, Yolanda F.; Bian, Hui; Fafulas, Stephen

doi:10.1080/15235882.2018.1456984

Cited by 16 publications

(18 citation statements)

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“…At the global level, we included a measure of narrative proficiency using Narrative Structure Scheme (NSS) and a measure of verbal productivity using words per minute (WPM). Both NSS and WPM are developmentally sensitive measures for the targeted age group for both Spanish and English (Heilmann et al, 2010) and have been used as global measures that represent overall integration of the multiple demands of narrative formulation and verbal production (see Bitetti & Hammer, 2021;Lucero, 2015;Méndez et al, 2018 for studies on NSS and see Heilmann et al, 2008;Miller et al, 2006;Rojas & Iglesias, 2013 for studies on WPM). These four selected measures each taps a different aspect of language performance and can be compared across languages (Miller et al, 2006).…”

Section: The Current Studymentioning

confidence: 99%

Dual Language Profiles in Spanish-Speaking English Learners

Rojas

Iglesias

2022

J Speech Lang Hear Res

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Purpose: The purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish–English bilingual children designated as English learners (ELs) by their school district. Method: Data for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type–token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles. Results: The optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages. Conclusions: Findings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development). Supplemental Material: https://doi.org/10.23641/asha.20151836

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Section: The Current Studymentioning

confidence: 99%

Dual Language Profiles in Spanish-Speaking English Learners

Rojas

Iglesias

2022

J Speech Lang Hear Res

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“…The present study also offers a detailed analysis of how evaluative language is used in bilinguals´ narratives, unlike previous studies in which the wholistic score given to the narratives includes some of these evaluative elements (Melzi et al, 2013; Méndez et al, 2018). In line with the few studies focusing on bilinguals´ evaluative language in narratives (Fusté-Herrmann et al, 2006; Montanari, 2004), no difference was found in the total number of evaluative expressions.…”

Section: Discussionmentioning

confidence: 96%

A multidimensional approach to Spanish–English bilingual preschoolers’ narrative skills (Un enfoque multidimensional de las habilidades narrativas de los niños preescolares bilingües inglés/español)

Shiro

Hoff

2021

Journal for the Study of Education and Development

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We identify language and discourse skills in 54-month-old Spanish-English bilingual preschoolers and their Englishspeaking monolingual peers, using multiple measures. Forty-one Spanish-English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in English and once in Spanish, in counterbalanced order. The story retellings were transcribed and coded for discourse skills (narrative length, narrative components and uses of evaluative language) and language skills (number of words, number of different words, MLUw). No difference was found in the two groups´ overall language or discourse skills, assessed in the narrative production, with the exception of certain uses of evaluative language. Within the bilingual group, all measures, except MLUw, were highly correlated across the two languages. Our multidimensional analysis of narrative structure and use of evaluative language sheds light on certain differences between the ways in which English monolinguals and Spanish-English bilinguals organize their narrative discourse. We discuss the advantages of using this multidimensional approach in assessing bilinguals´ language and discourse abilities in narrative production.

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“…Within the bilingual literature, it has been suggested that macrostructure is universal across languages while microsturcture is language specific (Méndez et al 2018). The idea here is that underlying knowledge of constructing a coherent story grammar may rely more on cognitive abilities that are shared between languages (Gagarina et al 2016;Iluz-Cohen and Walters 2012;Lucero 2015;Squires et al 2014), whereas knowledge of vocabulary and grammar are highly dependent and specific to each language and, therefore, may not easily transfer across languages (Iluz-Cohen and Walters 2012;Rodina 2017;Simon-Cereijido and Gutiérrez-Clellen 2009).…”

Section: Narrative Abilitiesmentioning

confidence: 98%

“…We were not able to directly compare the narrative abilities of the L1 to the L2, since we used different wordless picture book for each language which involve different number of characters, events, and pictures. However, comparing narrative abilities between the two languages of a bilingual has been extensively examined in the field (Altman et al 2016;Gagarina 2012;Govindarajan and Paradis 2019;Hao et al 2019;Iluz-Cohen and Walters 2012;Kapalková et al 2016;Kunnari, Välimaa, and Laukkanen-Nevala 2016;Lucero 2015;Méndez et al 2018;Roch, Florit, and Levorato 2016;Rodina 2017;Squires et al 2014;Uccelli and Páez 2007) and thus is not the main purpose of our study. Conversely, we were interested in investigating which factors modulate the changes in L1 and L2 narrative abilities in a rare(ly studied) circumstance in which the dominance of the language reverses due to shifts in the environment.…”

Section: Present Studymentioning

confidence: 99%

Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children

Kubota

Chondrogianni

Clark³

et al. 2021

International Journal of Bilingual Education and Bilingualism

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This longitudinal study examined the development of narrative micro-and macrostructure in Japanese-English bilingual returnee children. Returnees are children of immigrant families who move to a foreign country, spending a significant portion of their formative developmental years in the foreign majority language context before returning to their native language environment. The returnees did a narrative task in both their L1 (Japanese) and L2 (English) immediately upon their return to their native language environment and a year after. The results showed no aggregate significant changes in L1 or L2 micro-and macrostructure over time. However, at the individual level, the degree of maintenance of L2 microstructure was modulated by L2 exposure. That is, children who continued to receive L2 exposure better maintained their English microstructure (i.e. Type-Token Ratio and Verbs per Utterance) despite being re-immersed in the L1 environment. In terms of their Japanese, the age of return to the L1 environment and relative proficiency predicted the development of their Japanese microstructure (i.e. MLU, Fluency, Type-Token Ratio) and macrostructure. Our study is the first to track both languages of bilingual returnee children over time, revealing that different background variables affect the change in returnee children's L1 and L2 narrative abilities.

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Same or different: Narrative retells in bilingual Latino kindergarten children

Cited by 16 publications

References 50 publications

Dual Language Profiles in Spanish-Speaking English Learners

Dual Language Profiles in Spanish-Speaking English Learners

A multidimensional approach to Spanish–English bilingual preschoolers’ narrative skills (Un enfoque multidimensional de las habilidades narrativas de los niños preescolares bilingües inglés/español)

Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children

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