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Journal articles on the topic 'Child languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

BERMAN, RUTH A. "Cross-linguistic comparisons in child language research." Journal of Child Language 41, S1 (2014): 26–37. http://dx.doi.org/10.1017/s0305000914000208.

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ABSTRACTMajor large-scale research projects in the early years of developmental psycholinguistics were English-based, yet even then numerous studies were available or under way in a range of different languages (Ferguson & Slobin, 1973). Since then, the field of cross-linguistic child language research has burgeoned in several directions. First, rich information is now available on the acquisition of dozens of languages from around the world in numerous language families, spearheaded by the five-volume series edited by Slobin (1985–1997) and complemented by in-depth examination of specific

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Müller, Natascha. "Crosslinguistic influence in early child bilingualism." EUROSLA Yearbook 2 (August 8, 2002): 135–54. http://dx.doi.org/10.1075/eurosla.2.10mul.

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Previous approaches to early bilingualism have argued either that children exposed to two languages from birth are not able to separate their two languages and experience massive cross-linguistic influence or that they do separate their languages from birth and lack crosslinguistic influence. The present paper assumes that both early language separation and crosslinguistic influence coexist in one bilingual individual during the same developmental stage for different grammatical phenomena. The goal of the present paper is to show that how crosslinguistic influence manifests itself depends on p

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LANZA, ELIZABETH. "Cross-linguistic influence, input and the young bilingual child." Bilingualism: Language and Cognition 1, no. 3 (1998): 181–82. http://dx.doi.org/10.1017/s1366728998000303.

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The field of bilingual first language acquisition has focused on several important and interrelated issues: whether or not the young child acquiring two languages simultaneously differentiates his or her two languages from the onset of acquisition, what role the input plays in the acquisition of two languages, and whether the path of acquisition is similar to that of monolingual peers (see De Houwer, 1990). As a member of the DUFDE team, Natascha Müller has in previous work argued forcefully and convincingly for the bilingual child's separate development of his or her two languages, and hence

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Guasti, Maria Teresa, Anna Gavarró, Joke de Lange, and Claudia Caprin. "Article Omission Across Child Languages." Language Acquisition 15, no. 2 (2008): 89–119. http://dx.doi.org/10.1080/10489220801937346.

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Schiff-Myers, Naomi B., Janine Djukic, Janine McGovern-Lawler, and Daisy Perez. "Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study." Exceptional Children 60, no. 3 (1993): 237–48. http://dx.doi.org/10.1177/001440299406000305.

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The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both lang

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SU, YI (ESTHER), PENG ZHOU, and STEPHEN CRAIN. "Downward entailment in child Mandarin." Journal of Child Language 39, no. 5 (2011): 957–90. http://dx.doi.org/10.1017/s0305000911000389.

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ABSTRACTThere are three hallmarks of core linguistic properties. First, they are expected to be manifested in typologically different languages. Second, they should unify superficially unrelated linguistic phenomena. Third, they are expected to emerge early in the course of language development, all things being equal (Crain, 1991). The present study investigates a candidate for a core linguistic property, namely the semantic property of downward entailment. We report the findings of two experimental studies of children's knowledge of downward entailment. These experiments explore two differen

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NICOLADIS, ELENA. "First clues to the existence of two input languages: Pragmatic and lexical differentiation in a bilingual child." Bilingualism: Language and Cognition 1, no. 2 (1998): 105–16. http://dx.doi.org/10.1017/s1366728998000236.

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While it is now commonly accepted that simultaneous bilingual children can differentiate their two languages from very early in development, it is still not very well understood how they come to understand that there are two languages in their input. The purpose of this study was to examine how a bilingual child might come to an understanding of the existence of two languages in terms of pragmatic differentiation (use of the appropriate language for the context) and lexical differentiation (use of translation equivalents). Using data from a Portuguese-English bilingual child from 1;0 to 1;6, t

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Njoroge, Martin C., and Moses Gatambuki Gathigia. "The treatment of Indigenous Languages in Kenya’s Pre- and Post-independent Education Commissions and in the Constitution of 2010." Advances in Language and Literary Studies 8, no. 6 (2017): 76. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.76.

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An indigenous or community language is the language that nurtures the child in the early years of his or her life. The UNESCO land mark publication in 1953 underscores the importance of educating children in their community languages: an education that is packaged in a language which the child does not understand is simply difficult for the child. Kenya has had a number of education commissions that significantly address the place of indigenous languages in a child’s education. Further, Kenya Constitution on its part tackles language issues too. This paper, therefore, examines how the Constitu

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Applebaum, Lauren, Marie Coppola, and Susan Goldin-Meadow. "Prosody in a communication system developed without a language model." Sign Language and Linguistics 17, no. 2 (2014): 181–212. http://dx.doi.org/10.1075/sll.17.2.02app.

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Prosody, the “music” of language, is an important aspect of all natural languages, spoken and signed. We ask here whether prosody is also robust across learning conditions. If a child were not exposed to a conventional language and had to construct his own communication system, would that system contain prosodic structure? We address this question by observing a deaf child who received no sign language input and whose hearing loss prevented him from acquiring spoken language. Despite his lack of a conventional language model, this child developed his own gestural system. In this system, featur

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Lowry, Cass, and LeeAnn Stover. "Morphosyntactic Restructuring in Child Heritage Georgian." Heritage Language Journal 17, no. 2 (2020): 234–63. http://dx.doi.org/10.46538/hlj.17.2.6.

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This study investigates morphosyntactic restructuring in Heritage Georgian, a highly agglutinative language with polypersonal agreement. Child heritage speakers of Georgian (n = 26, age 3-16) completed a Frog Story narrative task and a lexical proficiency task in Georgian. Heritage speaker narratives were compared to narratives produced by age-matched peers living in Georgia (n = 30, age 5-14) and Georgian children and young adults who moved to the United States during childhood (n = 7, age 9–24). Heritage Georgian speakers produced more instances of non-standard nominal case marking and non-s

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Juan-Garau, Maria, and Carmen Pérez-Vidal. "Subject realization in the syntactic development of a bilingual child." Bilingualism: Language and Cognition 3, no. 3 (2000): 173–91. http://dx.doi.org/10.1017/s1366728900000328.

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The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In this case, Catalan is a null subject language in opposition to the overt subject properties of English. Such data allow us to provide evidence on a key issue in bilingual acquisition research: the question of language separation in the early stages of a

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Snow, Catherine E. "Consonant Clusters—Some Thoughts: Comment on Velta Rūķe-Draviņa's paper." Nordic Journal of Linguistics 13, no. 2 (1990): 165–68. http://dx.doi.org/10.1017/s0332586500002237.

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In her paper “The acquisition process of consonantal clusters in the child: some universal rules?”, Velta Rūķe-Draviņa focuses on one of the oldest and most persistent issues in language development—the degree to which order of acquisition is governed by universals. An alternative way of formulating her question is: does one do a better job of predicting features of child language acquisition from knowing about the specific language being learned or from knowing about characteristics of all the world's languages? Suppose the language to be learned makes frequent use of a structure that is rela

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Kujawska-Lis, Ewa. "Languages of Jospeh Conrad – a biographic perspective." Tekstualia 3, no. 46 (2016): 17–38. http://dx.doi.org/10.5604/01.3001.0013.4200.

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Joseph Conrad presents a very unique case of multilingualism in the context of creative writing. Polish was his native language (fi rst language). He learnt French as a child, but chose English, which he acquired relatively late – at the age of 21, as the language of his literary output. Theoretically, as a writer he could have created in any of these three languages. The article traces the circumstances in which Conrad acquired each of the mentioned languages and motivation in learning foreign languages as well as in selecting the language of his oeuvre.

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Martin, Fabienne, Hamida Demirdache, Isabel García del Real, Angeliek van Hout, and Nina Kazanina. "Children’s non-adultlike interpretations of telic predicates across languages." Linguistics 58, no. 5 (2020): 1447–500. http://dx.doi.org/10.1515/ling-2020-0182.

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AbstractThe acquisition literature has documented several different types of misinterpretations of telic sentences by children, yet a comprehensive analysis of these child interpretations has not been attempted and a crosslinguistic perspective is lacking. This task is not easy, for, on the surface, children’s non-adultlike interpretations appear to be scattered and even contradictory across languages. Several cognitive biases have been proposed to explain given patterns (children initially adhere to a Manner bias, or alternatively a Result bias). Reviewing a wide range of studies on the acqui

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Breathnach, Caoimhghin S. "Temporal determinants of language acquisition and bilingualism." Irish Journal of Psychological Medicine 10, no. 1 (1993): 41–47. http://dx.doi.org/10.1017/s0790966700013331.

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AbstractModern methods of investigation in conscious subjects have shown that in normal brain, language is catered for by several essential areas localised in the frontal and temperoparietal cortex and by widely dispersed neurones that serve subsidiary, specialised linguistic functions. These sensory specific, phonological, articulatory and semantic ‘modules’ are activated in parallel. A relatively limited amount of language heard during the sensitive period, when one or other cerebral hemisphere usually becomes dominant for language, is all that is required for any normal child to develop flu

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Vedder, Paul, Hetty Kook, and Pieter Muysken. "Language choice and functional differentiation of languages in bilingual parent–child reading." Applied Psycholinguistics 17, no. 4 (1996): 461–84. http://dx.doi.org/10.1017/s0142716400008201.

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ABSTRACTLanguage choice and functional differentiation between Papiamento and Dutch were studied in bilingual parent-child reading sessions in Antillian migrant families; the subjects, who were living in the Netherlands, were to some extent bilingual in Papiamento and Dutch. Mothers were asked to read three picture books to their child: one in Dutch, one in Papiamento, and one without text. Code choice was related to the text and contents of the book, as well as to restrictions imposed by the language proficiency in both languages of the mothers and children. It was expected that Dutch would b

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Salleh, Rabiah Tul Adawiyah Mohamed, Bruno Di Biase, and Satomi Kawaguchi. "Lexical and morphological development: A case study of Malay English bilingual first language acquisition." Psychology of Language and Communication 25, no. 1 (2021): 29–61. http://dx.doi.org/10.2478/plc-2021-0003.

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Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment

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Vihman, Marilyn May. "Language differentiation by the bilingual infant." Journal of Child Language 12, no. 2 (1985): 297–324. http://dx.doi.org/10.1017/s0305000900006450.

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ABSTRACTThis paper traces the process involved in the bilingual infant's gradual differentiation of his two languages, beginning with the acquisition of a dual lexicon. Word combination is at first based indiscriminately on this dual language source; function words account for a disproportionately large number of tokens used in mixed-language utterances. Universal principles of child syntax are at first applied; later, rules specific to each of the languages are developed separately. The development of self-awareness and sensitivity to standards in the second year provides the essential cognit

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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.

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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the chil

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장병현. "Language Use and Development of a Bilingual Child Learning Two Languages Simultaneously." Studies in Linguistics ll, no. 24 (2012): 217–39. http://dx.doi.org/10.17002/sil..24.201207.217.

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Napoli, Donna Jo, and Laurie Ricou. "Everyday Magic: Child Languages in Canadian Literature." Language 65, no. 1 (1989): 191. http://dx.doi.org/10.2307/414876.

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Hurst, Mary Jane, and Laurie Ricou. "Everyday Magic: Child Languages in Canadian Literature." Rocky Mountain Review of Language and Literature 43, no. 1/2 (1989): 121. http://dx.doi.org/10.2307/1347216.

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GILDERSLEEVE-NEUMANN, CHRISTINA E., BARBARA L. DAVIS, and PETER F. MACNEILAGE. "Syllabic patterns in the early vocalizations of Quichua children." Applied Psycholinguistics 34, no. 1 (2011): 111–34. http://dx.doi.org/10.1017/s0142716411000634.

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ABSTRACTTo understand the interactions between production patterns common to children regardless of language environment and the early appearance of production effects based on perceptual learning from the ambient language requires the study of languages with diverse phonological properties. Few studies have evaluated early phonological acquisition patterns of children in non-Indo-European language environments. In the current study, across- and within-syllable consonant–vowel co-occurrence patterns in babbling were analyzed for a 6-month period for seven Ecuadorean Quichua learning children w

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Drăghici, Maria-Gabriela. "PARENTS’ VIEWS ON LEARNING FOREIGN LANGUAGES IN SCHOOL." International Journal of Research -GRANTHAALAYAH 8, no. 8 (2020): 250–55. http://dx.doi.org/10.29121/granthaalayah.v8.i8.2020.1004.

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Family is the social institution where a child is born, develops cognitively, socially and empathically, and which contributes to the child finding his/her place in the society of the future. Family helps a child form, learn, understand and develop basic aspects of his/her conduct out in the world until the he/she is introduced to the first education institution in his/her life, namely kindergarten. A pupil’s success and efficiency take shape only if the relationship between school and family is very solid. If parents are involved in school and after-school activities, then they can even suppo

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Baig, Fatima Zafar, Muhammad Zammad Aslam, Tahir Yaseen, Hafiz Shabir Ahmad, Muhammad Murtaza, and Muhammad Javid Abbas. "Practicing Language Therapy for Effective Simultaneous Bilingualism: Case Studies." International Journal of English Linguistics 10, no. 1 (2019): 230. http://dx.doi.org/10.5539/ijel.v10n1p230.

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Bilingualism and multilingualism are not a typical phenomenon in this present world, rather, it is a norm in the world&rsquo;s societies these days. People may happen to be bilingual either by acquiring two languages parallelly in their life since childhood or learn with the passage of time as sequential and simultaneous bilinguals. The current study aims to find out the role of language therapists, in terms of supporting parents and teachers, to benefit maximum out of this dual-language ability of their young children, for this case studies were conducted to investigate the question and i

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Leonard, Laurence B. "Specific Language Impairment Across Languages." Child Development Perspectives 8, no. 1 (2013): 1–5. http://dx.doi.org/10.1111/cdep.12053.

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Glas, Ludivine, Caroline Rossi, Rim Hamdi-Sultan, Cédric Batailler, and Hacene Bellemmouche. "Activity types and child-directed speech: a comparison between French, Tunisian Arabic and English." Canadian Journal of Linguistics/Revue canadienne de linguistique 63, no. 4 (2018): 633–66. http://dx.doi.org/10.1017/cnj.2018.20.

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AbstractQuantity and quality of input affect language development, but input features also depend on the context of language emission. Previous research has described mother-child interactions and their impact on language development according to activity types like mealtimes, book reading, and free play. Nevertheless, few studies have sought to quantify activity types in naturalistic datasets including less-studied languages and cultures. Our research questions are the following: we ask whether regularities emerge in the distribution of activity types across languages and recordings, and whet

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Genesee, Fred. "Bilingual first language acquisition: exploring the limits of the language faculty." Annual Review of Applied Linguistics 21 (January 2001): 153–68. http://dx.doi.org/10.1017/s0267190501000095.

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Most general theories of language acquisition are based on studies of children who acquire one language. A general theory of language acquisition must ultimately accommodate the facts about children who acquire two languages simultaneously during infancy. This chapter reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code-mixing, grammatical constraints on child bilingual code-mixing, and bilingual syntactic development. It examines the implications of findings from these domains for our understanding of the limits of the mental faculty to acqu

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ÁLVAREZ, ESTHER. "Character introduction in two languages: Its development in the stories of a Spanish-English bilingual child age 6;11–10;11." Bilingualism: Language and Cognition 6, no. 3 (2003): 227–43. http://dx.doi.org/10.1017/s1366728903001159.

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It is a matter of debate whether the two differentiated grammatical systems in a bilingual child develop autonomously, or whether there is interdependence and in what areas (Genesee, 2001; Meisel, 2001). Extensive research is being carried out in the emergence of the two grammars, but not much attention has been given to the development of discourse in simultaneous bilinguals. This study examines longitudinal narrative data from a Spanish-English school-age simultaneous bilingual child, and, in particular, the development of character introductions in the story. The child's stories in both lan

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Castro, Dina C., Carol Scheffner Hammer, Ximena Franco, Lauren M. Cycyk, Shelley E. Scarpino, and Margaret R. Burchinal. "Documenting bilingual experiences in the early years: Using the CECER-DLL Child and Family and Teacher Questionnaires." Bilingualism: Language and Cognition 23, no. 5 (2020): 958–63. http://dx.doi.org/10.1017/s1366728920000401.

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AbstractThe diversity of experiences among bilingual children is reflected in the variability of abilities in each of their languages. This paper describes the CECER-DLL Child and Family, and Teacher Questionnaires and discusses the utility of these tools. These questionnaires were created to address the need for valid and reliable tools to document contextual characteristics and language experiences of young bilingual children in developmental and educational research. A multi-site validity study using the CECER-DLL Questionnaires demonstrates how children's language skills are influenced by

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Schnitzer, Marc L., and Emily Krasinski. "The development of segmental phonological production in a bilingual child." Journal of Child Language 21, no. 3 (1994): 585–622. http://dx.doi.org/10.1017/s0305000900009478.

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ABSTRACTA longitudinal diary-and-videotape study of the production of phonological segments by a Spanish–English bilingual child, age 1;1–3;9, revealed four stages in consonantal acquisition: presystematic variation, formation of a single system, separation into two systems corresponding to the two languages, and achievement of adult target values with later interference of one language in the other. Vocalic acquisition proceeded with widespread variation, followed by stabilization at target adult values, without any apparent intermediate unitary-system stage. Relevance of the data adduced her

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Arakelyan, Rouzanna. "Child or Grown-up: Language Universals and Language Particula." Armenian Folia Anglistika 1, no. 1-2 (1) (2005): 57–61. http://dx.doi.org/10.46991/afa/2005.1.1-2.057.

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Language is a means of human cognitive activity. The knowledge of the natural process of the acquisition of each language, namely of a foreign one, is highly necessary in language learning process. The record of the characteristics of child language development acquires much significance in this regard. Evidently, each child is unique. However, the sequence of the development stages of native and foreign languages is almost the same and quite predictable, while the psycholinguistic investigation of a foreign language learning among grown-ups demonstrates evident differences. The acquisition of

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DE HOUWER, ANNICK. "Parental language input patterns and children's bilingual use." Applied Psycholinguistics 28, no. 3 (2007): 411–24. http://dx.doi.org/10.1017/s0142716407070221.

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This article reports on a study that addresses the following question: why do some children exposed to two languages from early on fail to speak those two languages? Questionnaire data were collected in 1,899 families in which at least one of the parents spoke a language other than the majority language. Each questionnaire asked about the home language use of a family consisting of at least one parent and one child between the ages of 6 and 10 years old. The results show that the children in these families all spoke the majority language, but that minority language use was not universal. Diffe

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Ray, Jayanti. "Treating Phonological Disorders in a Multilingual Child." American Journal of Speech-Language Pathology 11, no. 3 (2002): 305–15. http://dx.doi.org/10.1044/1058-0360(2002/035).

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This study was undertaken to examine the efficacy of cognitive-linguistic approach in treating a phonological disorder in a five-year-old trilingual child. The child's native languages were Hindi and Gujarati, with English acquired during preschool. The child's speech was mildly unintelligible, characterized by normal as well as deviant phonological processes and inconsistent errors in all three languages. A cognitive-linguistic approach that incorporated process elimination and minimal contrast therapies was used to treat the phonological disorders in English only. Posttherapeutic assessment

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Коlmоgоrоvа, A. V., and O. O. Chypsymаа. "Functions of the Russian and Tuvan Languages in Mother — Child Communication in Bilingual Families." NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 2 (2019): 115–23. http://dx.doi.org/10.25205/1818-7935-2019-17-2-115-123.

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The research question of the paper is at the crossroads of the most important disciplinary areas of modern linguistics: cognitive linguistics, linguistic conceptology, and ethno-linguistics. The paper considers the specificity of the child’s language consciousness as a carrier of a certain culture. Mother-child communication is a complex communicative cognitive process, as a result of which a subtle “cultural adjustment” of the process of perception and conceptualization of the world by a child takes place. The article is focused on the analysis of verbal communication in bilingual families on

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TAL, Shira, and Inbal ARNON. "SES effects on the use of variation sets in child-directed speech." Journal of Child Language 45, no. 6 (2018): 1423–38. http://dx.doi.org/10.1017/s0305000918000223.

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AbstractSocio-economic status (SES) impacts the amount and type of input children hear in ways that have developmental consequences. Here, we examine the effect of SES on the use of variation sets (successive utterances with partial self-repetitions) in child-directed speech (CDS). Variation sets have been found to facilitate language learning, but have been studied only in higher-SES groups. Here, we examine their use in naturalistic speech in two languages (Hebrew and English) for both low- and high-SES caregivers. We find that variation sets are more frequent in the input of high-SES caregi

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Anaya, Jissel B., Elizabeth D. Peña, and Lisa M. Bedore. "Where Spanish and English Come Together: A Two Dimensional Bilingual Approach to Clinical Decision Making." Perspectives of the ASHA Special Interest Groups 1, no. 14 (2016): 3–16. http://dx.doi.org/10.1044/persp1.sig14.3.

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An increasing number of United States school children are from culturally and linguistically diverse (CLD) backgrounds and speak multiple languages. Speech-language pathologists (SLPs) are often challenged with differentiating the performance of bilingual children with language impairment from those who may display a language difference. While there is consensus that we should consider both languages of a bilingual child in formal and informal assessments, there is no agreed way to interpret results of testing in both languages. The aim of this article is to propose a framework for conducting

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Schiff-Myers, Naomi B. "Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners." Language, Speech, and Hearing Services in Schools 23, no. 1 (1992): 28–33. http://dx.doi.org/10.1044/0161-1461.2301.28.

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The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in t

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Foster-Cohen, Susan. "CHILDREN'S LANGUAGE: VOLUME 9.Carolyn E. Johnson and John H. V. Gilberts (Eds.). Mahwah, NJ: Erlbaum, 1996. Pp. xii + 297. $59.95 cloth." Studies in Second Language Acquisition 20, no. 4 (1998): 596. http://dx.doi.org/10.1017/s0272263198224065.

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This eclectic volume represents a selection of 17 papers from the Seventh Congress of the International Association for the Study of Child Language held in Trieste in 1993. They cover a wide range of languages, including Swedish, Italian, German, Spanish, a group of Bantu languages, Polish, Sign Language of the Netherlands (SLN), Hebrew, American Sign Language (ASL), and English, and a wide range of topics and frameworks. Although almost all the papers can be mined by SLA researchers, I will mention five papers that might be of particular interest.

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BERNARDINI, PETRA, and SUZANNE SCHLYTER. "Growing syntactic structure and code-mixing in the weaker language: The Ivy Hypothesis." Bilingualism: Language and Cognition 7, no. 1 (2004): 49–69. http://dx.doi.org/10.1017/s1366728904001270.

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We present a hypothesis for a specific kind of code-mixing in young bilingual children, during the development of their two first languages, one of which is considerably weaker than the other. Our hypothesis, which we label the Ivy Hypothesis, is that, in the interaction meant to be in the weaker language, the child uses portions of higher syntactic structure lexically instantiated in the stronger language combined with lower portions in the weaker language. Code-mixing patterns were studied in five Swedish-French/Italian children aged 2–4. The parts of the code-mixed utterances reflected as m

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Dubiel, Bozena. "The assessment of language maintenance in bilingual children." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 94–112. http://dx.doi.org/10.35903/teanga.v10i0.72.

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This study investigates potential shifts in relative language dominance in early sequential bilinguals across the primary school years. The subjects are thirty-eight Polish-English speaking children. A new test, the Child HALA (Dubiel & Guilfoyle, 2017), is introduced, which measures shifts in relative language strength by comparing lexical accuracy and response time between two languages. This test has been designed specifically for use with children, and is based on the HALA psycholinguistic tool (O’Grady, Schafer et al., 2009). The aim of this study is twofold. The first goal is to eval

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Pham, Giang. "Addressing Less Common Languages via Telepractice: A Case Example With Vietnamese." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 3 (2012): 77–83. http://dx.doi.org/10.1044/cds19.3.77.

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The number of children in the United States who need two languages to communicate in home and school settings is rapidly growing. The challenge to support home and school languages can be daunting considering the shortage of bilingual clinicians and the multitude of home languages in the United States. Telepractice is one approach to address this challenge, namely by connecting bilingual service providers with language-matched children and families. This article describes a case example of telepractice between a bilingual speech-language pathologist and a Vietnamese-speaking mother–child dyad.

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Carmo, Patrícia do, Ana Mineiro, Joana Castelo Branco, Ronice Müller de Quadros, and Alexandre Castro-Caldas. "Handshape is the hardest path in Portuguese Sign Language acquisition." Sign Language and Linguistics 16, no. 1 (2013): 75–90. http://dx.doi.org/10.1075/sll.16.1.03car.

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Sign languages have only been acknowledged as true languages in the second half of the 20th century. Studies on their ontogenesis are recent and include mostly comparative approaches to spoken language and sign language acquisition. Studies on sign language acquisition show that of the manual phonological parameters, handshape is the one which is acquired last. This study reports the findings of a first pilot study on Portuguese Sign Language (Língua Gestual Portuguesa — LGP) acquisition, focusing on a Deaf child from 10 months until 24 months of age, and it confirms the pattern previously des

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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).

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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingu

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Al-Mohtadi, Reham, Intisar Turki Al-darabah, and Khaled Mohamad Hamaden. "Which Love Language do You Speak With Your Child? What Are the Effects of your Age, Level of Education, Work Status, and the Number of Children in the Family on the Used Love Languages?" International Journal of Learning and Development 9, no. 2 (2019): 187. http://dx.doi.org/10.5296/ijld.v9i2.15012.

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The purpose of the current study was to identify which languages of love that the mother used with her child. In addition, it examined the effect of mother’s age, level of education, work status, and the number of children in the family on the extent of the mother’s use of love languages. The study sample consisted of 729 mothers from the study population. The researchers used a questionnaire instrument that consisted of 105 items that were groups into five dimensions that represent the five love languages proposed by Gary Chapman, (1992). The researchers adopted and adjusted five love languag

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Cruz-Ferreira, Madalena. "First language acquisition and teaching." AILA Review 24 (December 21, 2011): 78–87. http://dx.doi.org/10.1075/aila.24.06cru.

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“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language.

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Bánovčanová, Zuzana, Zuzana Danišková, and Markéta Filagová. "On a shoestring: child speakers of other languages in Slovak education." Journal of Language and Cultural Education 8, no. 1 (2020): 95–116. http://dx.doi.org/10.2478/jolace-2020-0006.

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AbstractThis article focuses on children who cannot speak the language of the majority when they enter the school system. It recommends that the term child speakers of other languages should be adopted in Slovakia. Various approaches and types of support used in other European countries (Germany, Denmark, Czechia) are presented. These could be adopted nationally to integrate these children in school. The legal situation and current situation in preschools and primary school is also explored. The article outlines potential forms of support for preschool children and their families that require

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Pearson, Barbara Zurer, Sylvia Fernández, and D. K. Oller. "Cross-language synonyms in the lexicons of bilingual infants: one language or two?" Journal of Child Language 22, no. 2 (1995): 345–68. http://dx.doi.org/10.1017/s030500090000982x.

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ABSTRACTThis study tests the widely-cited claim from Volterra & Taeschner (1978), which is reinforced by Clark's Principle Of Contrast (1987), that young simultaneous bilingual children reject cross-language synonyms in their earliest lexicons. The rejection of translation equivalents is taken by Volterra & Taeschner as support for the idea that the bilingual child possesses a single-language system which includes elements from both languages. We examine first the accuracy of the empirical claim and then its adequacy as support for the argument that bilingual children do not have indep

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RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.

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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate i

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BYERS-HEINLEIN, KRISTA. "Parental language mixing: Its measurement and the relation of mixed input to young bilingual children's vocabulary size." Bilingualism: Language and Cognition 16, no. 1 (2012): 32–48. http://dx.doi.org/10.1017/s1366728912000120.

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Is parental language mixing related to vocabulary acquisition in bilingual infants and children? Bilingual parents (who spoke English and another language; n = 181) completed the Language Mixing Scale questionnaire, a new self-report measure that assesses how frequently parents use words from two different languages in the same sentence, such as borrowing words from another language or code switching between two languages in the same sentence. Concurrently, English vocabulary size was measured in the bilingual children of these parents. Most parents reported regular language mixing in interact

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