Disfluencies in the narratives of Russian-Hebrew bilingual children with and without Developmental Language Disorder (DLD)

Fichman, Sveta; Altman, Carmit

doi:10.1080/02699206.2023.2204511

Cited by 4 publications

(2 citation statements)

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“…Also, in the analysis of the children's narrative production there were many hesitations/self-repairs and repetitions in the spoken modality when compared to the written modality. This finding is shared by several researchers [20]; [61]; [22]; [32] who conducted studies in narrative production. However, it should be noted that most repetitions in this study were due to the speech planning processes and the nature of the task.…”

Section: Differences In the Linguistic Discourse Structuresupporting

confidence: 54%

“…Furthermore, [18] postulates that the younger children's (4th & 7th grades) written language is not too far different from their spoken language while from high school onwards there is a greater differentiation of the two modes of discourse. [19] state that as children's linguistic knowledge develop, they may have difficulty processing more complex information such as, using the suitable syntactic, semantic, pragmatic, and phonological forms and this ultimately leads to the use of language disfluencies [20] which eventually give their spoken and written language its own characteristics.…”

Section: Discourse Structures Of Spoken and Written Languagementioning

confidence: 99%

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Discourse Structures in the Narratives of Grade 3 Swazi Learners

Nomagugu,

Ramona

2023

IJEHSS

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This study seeks to describe the discourse structures when Swazi English as Second Language (ESL) Grade 3 students produce English oral and written narratives. The third graders were typically developing children (TD) and were asked to perform two language tasks. They had to speak and write in English based on a less used wordless cartoon entitled "The boy who learned to fly, Usain Bolt". ELAN software was used to transcribe and code samples of oral language. The findings were that, both oral and written narrative discourse production had similar narrative structures. However, the differences emanated from the linguistic structures. The written narrative discourse productions were compressed, laden with ungrammatical language and phonetic spelling while oral narrative discourse productions were long, used code-switching, direct speech, contractions, and repairs. Furthermore, the differences in the linguistic discourse structures have a great connection with the students' varying achievement levels. The implications of these results are that language practitioners/instructors need to help language learners get acquainted with language used in the spoken and written modalities, particularly the middle and lower achievement categories. This could be achieved by focusing their teaching on language forms and provide the learners with proper contexts in which these modes can be used appropriately in English language for academic success.

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Section: Differences In the Linguistic Discourse Structuresupporting

confidence: 54%

Section: Discourse Structures Of Spoken and Written Languagementioning

confidence: 99%

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Nomagugu,

Ramona

2023

IJEHSS

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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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Unique Patterns of Bilingual Speech: Factors Affecting Disfluency Rates in Russian–Hebrew Bilingual Children

Fichman,

Adelman,

Altman

2023

J Speech Lang Hear Res

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Purpose: Bilingual children often demonstrate a high rate of disfluencies, which might impact the diagnostic evaluation of fluency disorders; however, research on the rates and types of disfluencies in bilinguals' two languages is limited. The purpose of this research is to profile disfluencies of two types, stuttering-like disfluencies (SLDs) and other disfluencies (ODs), in the speech of Russian–Hebrew bilingual typically developing children, focusing on cross-linguistic differences and the effect of language proficiency in both languages. Method: Spontaneous narratives based on the Frog, Where Are You? (Mayer, 1969) picture book were collected in both languages from 40 bilingual Russian–Hebrew children aged 5;6–6;6 (years;months). The transcribed narratives were coded for SLD (sound, syllable, and monosyllabic word repetitions) and OD (multisyllabic word/phrase repetitions, interjections, and revisions), and their frequencies per 100 syllables were calculated. Results: Overall, most children had a percentage of SLD and OD below the cutoff point and within the existing criteria for stuttering diagnosis established based on monolingual data, but several children exceeded this stuttering criterion. Monosyllabic word repetitions (part of SLD) and interjections (part of OD) were more frequent in Hebrew than in Russian. Lower proficiency was associated with a higher percentage of monosyllabic word repetitions and of interjections in both languages. Conclusions: Bilingual disfluency criteria are needed, since based on the existing monolingual criteria, some children might be erroneously assessed as children who stutter, thus leading to overdiagnosis. The results support the claim that proficiency is an important factor in the production of disfluencies.

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Disfluencies in the narratives of Russian-Hebrew bilingual children with and without Developmental Language Disorder (DLD)

Cited by 4 publications

References 75 publications

Discourse Structures in the Narratives of Grade 3 Swazi Learners

Discourse Structures in the Narratives of Grade 3 Swazi Learners

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

Unique Patterns of Bilingual Speech: Factors Affecting Disfluency Rates in Russian–Hebrew Bilingual Children

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