Language Development in Bilingual Spanish-Catalan Children with and Without Specific Language Impairment: A Longitudinal Perspective

Aguilar‐Mediavilla, Eva; Buil‐Legaz, Lucía; López-Penadés, Raúl; Adrover‐Roig, Daniel

doi:10.1007/978-3-319-53646-0_2

Cited by 4 publications

(8 citation statements)

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“…Bilingual children with DLD manifest their linguistic deficits in both languages: both languages are learned at a much slower rate than in their age-matched monolingual peers ( Hakansson et al, 2003 ). Nevertheless, in general, they do not show worse profiles compared with monolingual children with DLD, although specific patterns of development have been found in bilinguals with respect to monolinguals ( Aguilar-Mediavilla et al, 2017 ).…”

Section: Introductionmentioning

confidence: 85%

“…The common bilingual context and the similarity between both languages leads adults to switch from one language to the other during a conversation interchangeably. In very small children, it is also very frequent to observe language mixing even when talking to a single person and/or in the same communicative setting ( Aguilar-Mediavilla et al, in press ). For example, it is common in this particular dual-language context that an adult asks something in Catalan and the children answers in Spanish or vice versa.…”

Section: Methodsmentioning

confidence: 99%

“…Language difficulties experienced by children with DLD do especially affect morphology and syntax, but can also affect their lexicon, pragmatic skills, and phonology (see Leonard, 1998 ). However, these linguistic profiles vary according to the specificities of a particular language ( Leonard, 2014 ), and, also, among bilingual children ( Aguilar-Mediavilla et al, 2017 ). Bilingual children with DLD manifest their linguistic deficits in both languages: both languages are learned at a much slower rate than in their age-matched monolingual peers ( Hakansson et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

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Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

et al. 2019

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Previous studies have shown that most English-speaking children with language difficulties show academic difficulties during their schooling. The present study aimed to describe the academic achievement of children speaking Spanish and Catalan with developmental language disorder (DLD) during their primary education and to predict their academic outcomes using several processing skills assessed at the beginning of their schooling. To this end, we followed 28 children during their schooling (6–12 years of age). Participants were divided into two groups, one with DLD (n = 14) and a control group (n = 14) paired by age, gender, socio-economic status (SES), family language (L1), and classroom. All participants were assessed through different processing skills with the Spanish version of the NEPSY at the beginning of their schooling (age 6): attention (visual attention, auditory attention, and response set), phonological awareness, verbal short-term memory (sentence repetition, and narrative memory), access to language (semantic verbal fluency and rapid naming), and language comprehension (comprehension of verbal commands). At the end of primary education, schools reported the official academic marks at the 1st cycle (6–8 years), 2nd cycle (8–10 years) and 3rd cycle (10–12 years). Direct scores of the processing skills and academic results were used for statistical analyses. Results showed that children with DLD had more frequent grade retention, and their academic marks were significantly lower than those of their peers in all the cycles and for all academic subjects with a high language dependency (all except physical education and mathematics). Those subjects with lower language dependence did not show significant differences (physical education and mathematics). Rapid naming accounted for most of the variance of academic outcomes, followed by phonological awareness, and language comprehension when both groups were taken together. Only rapid naming accounted for academic results in the DLD group and phonological awareness did so for the control group. In sum, children with DLD experienced more academic difficulties during their primary education. Those children (with and without DLD) who experienced difficulties not only with rapid naming but also with phonological awareness and oral language comprehension at the beginning of their schooling showed a higher probability of academic failure.

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Section: Introductionmentioning

confidence: 85%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

et al. 2019

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“…They also report that the degree of exposure to each language has an important influence on the rate of acquisition of that language (Cattani et al, 2014;Elin-Thordardottir, 2014;Nicholls et al, 2011). However, different views exist on this matter, and there is still no agreement concerning predominance or acquisition time (Aguilar-Mediavilla et al, 2017). Furthermore, when both languages are compared, either through measuring total vocabulary in both languages or through conceptual vocabulary (see below), bilingual children either outperform monolinguals or they obtain measures which are similar to those among their monolingual peers (Core et al, 2013;Hoff et al, 2012).…”

Section: Degree Of Exposure and Bilingual Language Acquisitionmentioning

confidence: 99%

“…(De Houwer, 2018;Genesee & Nicoladis, 2007;Grosjean, 1982;Paradis, 2010;Unsworth, 2016). Similarity between the languages being learned may cause a greater transfer of learning from one language to the other, and therefore the divided input and the amount of input received in each of the languages would have a lesser effect (Aguilar-Mediavilla et al, 2017;Juan-Garau & Pérez-Vidal, 2001). In addition, appropriate measurements for typologically different languages, such as the total amount of vocabulary in the two languages, may be methodologically inadequate and in practice difficult to apply in typologically similar languages, since, as Core et al (2013) point out, the assessment of cognates is a limitation of this measurement.…”

Section: Degree Of Exposure and Bilingual Language Acquisitionmentioning

confidence: 99%

Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language (Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra lengua tipológicamente similar)

Serrat

Amadó

Bonet

et al. 2021

Journal for the Study of Education and Development

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Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children completed the Catalan version of the MacArthur-Bates CDI-II questionnaire, which assesses the acquisition of vocabulary, morphology and grammatical complexity. Subjects were divided into three groups according to age and linguistic context (Catalan monolingual, medium bilingual and familiar bilingual). The results do not reveal substantial differences according to linguistic context. However, children aged 26-30 months with a medium bilingual profile show a higher level of vocabulary as compared to the other groups. The results are discussed in relation to the sociolinguistic context, caregiver diversity, typological distance between the languages and developmental stages of language acquisition. RESUMENEstudios previos señalan que los contextos de desarrollo influyen en el desarrollo del lenguaje. Entre ellos está el contexto bilingüe en el que se centra el presente artículo, que analiza la influencia en la adquisición de una lengua, el catalán, de la adquisición simultánea de otra lengua, el español, en función del grado de exposición. Los progenitores de 801 niños contestaron a la adaptación catalana del cuestionario MacArthur-Bates CDI-II. Esta muestra se dividió en tres grupos de edad y tres grupos de contexto lingüístico (monolingüe-catalán, bilingüe medio y bilingüe familiar), analizando la adquisición del vocabulario, de la morfología y de la complejidad gramatical. Los resultados no muestran diferencias substanciales en función del contexto lingüístico. Sin embargo, en los niños de 26-30 meses se observa un nivel de vocabulario mayor en el grupo bilingüe con exposición media en comparación con los otros grupos. Estos resultados se discuten en relación con el contexto sociolingüístico, la diversidad de ARTICLE HISTORY

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Phonological awareness training and phonological therapy approaches for specific language impairment children with speech sound disorders: a comparative outcome study

Farag,

Eldessouky,

Shahin

et al. 2023

Eur Arch Otorhinolaryngol

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Purpose Children with specific language impairment (SLI) might present with speech sound disorder (SSD) and phonological awareness (PA) deficits which put them at risk of potential reading problems. This work aimed to organize an intervention program in Arabic for phonological training and to assess the effect of PA training versus the phonological therapy (PT) for children with SLI and SSD. Methods The study was carried out on 60 children with comorbid SLI and SSD, aged 5–7 years. Children were equally divided into two groups; each group received language therapy combined with (PT or PA training). Measures of language development, phonological output, and PA were taken before therapy and at 4 month post-therapy for all children. Results The two therapy groups made nearly the same amount of progress in the development of language and phonological production, with no significant differences regarding language age and percent of consonants correct (PCC). The PA training group progressed more on the PA skills than children who received PT over the same time. Conclusions PA training could facilitate the development of phonological skills by targeting the child’s awareness of phonemes and improving the production of sound patterns.

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Language Development in Bilingual Spanish-Catalan Children with and Without Specific Language Impairment: A Longitudinal Perspective

Cited by 4 publications

References 93 publications

Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study

Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language (Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra lengua tipológicamente similar)

Phonological awareness training and phonological therapy approaches for specific language impairment children with speech sound disorders: a comparative outcome study

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