Assessment of second language proficiency in bilingual children with specific language impairment: A clinical perspective

Verhoeven, Ludo; Steenge, Judit; Weerdenburg, Marjolijn van; Balkom, Hans van

doi:10.1016/j.ridd.2011.03.010

Cited by 39 publications

(40 citation statements)

References 13 publications

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“…Notes on methodology: All studies reported matching groups on at least chronological age (CA). Most provided information on how bilingualism was assessed (apart from Westman et al., ) and defined the type of bilingualism in their sample (apart from Verhoeven, Steenge, van Weerdenburg, et al., ; Verhoeven, Steenge, & van Balkom, ). Although not reported for all studies, effect sizes for all comparisons were medium to large.…”

Section: Resultsmentioning

confidence: 99%

“…Most studies found that multiSLI groups, when compared to monoTD groups, performed worse on measures of linguistic features (Crutchley et al., ; Engel de Abreu et al., ; Spoelman & Bol, ; Verhoeven, Steenge, van Weerdenburg, et al., ; Verhoeven, Steenge, & van Balkom, ). However, findings were mixed when they were compared to multiTD groups, with an equal number of studies reporting poorer performance on measures of linguistic features including use of correct verb forms or endings according to tense and number, and persistence of immature grammatical forms, and number of grammatical errors produced (Blom & Paradis, ; Rothweiler, Chilla, & Babur, ; Sanz‐Torrent, ) and conversely, no differences on these types of measures (Clahsen et al., ; Gutierrez‐Clellen, Simon‐Cereijido, & Erickson Leone, ; Verhoeven, Steenge, van Weerdenburg, et al., ; Verhoeven, Steenge, & van Balkom, ).…”

Section: Resultsmentioning

confidence: 99%

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Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications

Uljarević

Katsos

Hudry

et al. 2016

Child Psychology Psychiatry

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There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications

Uljarević

Katsos

Hudry

et al. 2016

Child Psychology Psychiatry

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“…Research conducted in the Netherlands showed that bilingual children with LI performed weaker on Dutch vocabulary and morphology tasks relative to both bilingual TD children and monolingual children with LI, indicating double delays (Verhoeven et al, 2011; Blom and Boerma, 2017). While the effect of LI on vocabulary scores was even larger in a bilingual than in a monolingual group of children, difficulty with morphology was not aggravated by the presence of LI in combination with bilingualism (Blom and Boerma, 2017; see also, Paradis, 2010b).…”

Section: Introductionmentioning

confidence: 99%

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

et al. 2017

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Background: The language profiles of children with language impairment (LI) and bilingual children can show partial, and possibly temporary, overlap. The current study examined the persistence of this overlap over time. Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency.Methods: Monolingual and bilingual children with and without LI (N = 128), aged 5–8 years old, participated in this study. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. In addition, auditory and visual sustained attention were tested at wave 1. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills.Results: Children with LI and bilingual children were outperformed by their typically developing (TD) and monolingual peers, respectively, on vocabulary and morphology at all three waves. The vocabulary difference between monolinguals and bilinguals decreased over time. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. Visual sustained attention only acted as a mediator in the bilingual group.Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (pre)school years and reduces over time. Results furthermore suggest that the overlap may be explained by the weakened ability of children with LI to sustain their attention to auditory stimuli, interfering with how well incoming language is processed.

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“…59,60 A more specific question was whether bilingual children with SLI exhibit more severe forms of language impairment than their monolingual peers. 61,62 There was no evidence for a negative effect of bilingualism on language performance in children with SLI compared with their monolingual peers with SLI. For example, English-French speaking bilingual children with SLI showed comparable performance to monolingual children with SLI in several morphological tasks.…”

Section: Bilingualism and Language Impairment: Their Effects On Cognimentioning

confidence: 93%

Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment

2019

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Cognitive control refers to the ability to perform goal-directed behaviors in the presence of other compelling actions or in the face of habitual practices. Cognitive control functions play a critical role in children's language processing and literacy development. In recent years, many clinicians have expanded their assessment and treatment to target specific cognitive skills. Our goal is to provide a review of recent findings on cognitive control functions in children with different language status (i.e., monolingual and bilingual children with and without language impairment). While children with language impairment show performance deficits in specific cognitive functions (e.g., working memory updating and interference control), typically developing bilingual children often outperform their monolingual peers in cognitive control tasks. However, the relationship between bilingualism and cognitive control has been controversial. Several factors that influence these variations are discussed. Given the findings on the joint impact of bilingualism and language impairment on cognitive control functions, we identify conditions in which bilingualism attenuates the negative effects of the language deficit and conditions in which language impairment has a stronger effect than bilingualism. Critical issues of bilingual assessment, suggestions, and future directions are discussed.

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Assessment of second language proficiency in bilingual children with specific language impairment: A clinical perspective

Cited by 39 publications

References 13 publications

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications

Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

Cognitive Control along the Language Spectrum: From the Typical Bilingual Child to Language Impairment

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