Oral Language Profiles of English Second Language Learners in Adolescence

Soto‐Corominas, Adriana; Paradis, Johanne; Rusk, Brian V.; Marinova‐Todd, Stefka H.; Zhang, Xuan

doi:10.1017/s0272263119000767

Cited by 13 publications

(10 citation statements)

References 49 publications

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“…Thus, whilst they are improving, they are not doing so at a rate that would indicate that they will at any time be able to close the gap on their nonimmigrant cohort. This result is in line with both broader quantitative studies on students' academic progression on standardized tests (Collier & Thomas, 2017;Cummins, 1979;Genesee, 1987) and with more recent studies on specific populations (Farnia & Geva, 2013;Levin & Shohamy, 2008;Paradis & Jia, 2017;Soto-Corominas et al, 2020). Reasons for this plateau in comparison to nonimmigrant students can only be guessed at; however, it is safe to assume that the dearth of continued German language support both within and outside of mainstream classrooms is not aiding the acquisition of the language.…”

Section: Discussionsupporting

confidence: 75%

“…This makes general statements about their academic progression difficult. Relevant for their success may be factors such as age at time of immigration (Clark-Gareca et al, 2019), literacy experience in the family language (L1) (Bialystok, 2007;Knapp, 1999), amount of time spent in the new school system (Soto-Corominas et al, 2020), participation in L1 classes after immigration (González, 1986), type of integration model (Collier & Thomas, 2017;Umansky & Reardon, 2014), relatedness of the L1 to the new L2 (Schepens et al, 2020), use of known L2s in learning the new language (Marx, 2005), and possibly refugee status (Woods, 2009), amongst others.…”

Section: Linguistic and Academic Progression Of Immigrant Studentsmentioning

confidence: 99%

“…However, even this may be a gross underestimation of expected learning trajectories, as recent studies suggest. These involve such different aspects as academic language skills (Levin & Shohamy, 2008;Umansky & Reardon, 2014), vocabulary (Cameron, 2002;Soto-Corominas et al, 2020), reading (Farnia & Geva, 2013), morphology (Paradis & Jia, 2017;Soto-Corominas et al, 2020), or attainment in content courses (Collier & Thomas, 2017;Levin & Shohamy, 2008). Depending on various factors, students may in fact need more than 10 years to catch up-or they may never do so, instead plateauing at a level significantly lower than the nonimmigrant average.…”

Section: Linguistic and Academic Progression Of Immigrant Studentsmentioning

confidence: 99%

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Are Migrant Students Closing the Gap?

Marx

Gill

Brosowski

2021

Stud Second Lang Acquis

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Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

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Section: Discussionsupporting

confidence: 75%

Section: Linguistic and Academic Progression Of Immigrant Studentsmentioning

confidence: 99%

Section: Linguistic and Academic Progression Of Immigrant Studentsmentioning

confidence: 99%

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Are Migrant Students Closing the Gap?

Marx

Gill

Brosowski

2021

Stud Second Lang Acquis

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“…So, some bilingual children’s vocabulary abilities were similar or above average when benchmarked to their monolingual peers, while others were more than 2 standard deviations below the normal range for monolinguals. Soto-Corominas, Paradis, Rusk, Marinova-Todd, and Zhang (2020a) found much wider within-group variation in performance on English language tasks for bilingual versus monolingual middle school students, even for bilinguals who had received all of their education in the L2 (more than 7 years). As early as the toddler years, simultaneous bilinguals show more within-group variation in lexical and grammatical development than their monolingual peers on the same language measures (Hoff, Core, Place, Rumiche, Señor & Parra, 2012).…”

Section: Introductionmentioning

confidence: 99%

Sources of individual differences in the dual language development of heritage bilinguals

Paradis

2023

J. Child Lang.

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Bilingual children are a more heterogenous group than their monolingual counterparts with respect to the sources of variation in their language learning environments, as well as the wide individual variation in their language abilities. Such heterogeneity in both individual difference factors and language abilities argues for the importance of an individual differences approach in research on bilingual development. The main objective of this article is to provide a review and synthesis of research on the sources of individual differences in the second language (L2) and heritage language (HL) development of child bilinguals. Several child-internal and child-external individual difference factors are discussed with respect to their influence on children’s dual language abilities. In addition, the emergent research on individual differences in bilingual children with developmental language disorder is reviewed. Both the theoretical and applied relevance of individual difference approaches to bilingual development are discussed.

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“…While sentence repetition tasks may be more efficient in assessment, naturalistic production tasks have the advantage in that they can reveal possible targets for intervention with children diagnosed with DLD. Complex syntax is a component of CALP-cognitive academic language proficiency (Cummins, 2000;NASEM, 2017) and bilingual students can take up to 5-7 years in school to converge with their monolingual classmates for CALP (Soto-Corominas et al, 2020). As mentioned earlier, Fletcher and Frizelle (2017) suggested that difficulties in the acquisition of complex syntax could underlie the weaker academic outcomes of monolingual children with DLD (Fletcher and Frizelle, 2017).…”

Section: Clinical Implications and Limitationsmentioning

confidence: 99%

Does the Use of Complex Sentences Differentiate Between Bilinguals With and Without DLD? Evidence From Conversation and Narrative Tasks

et al. 2022

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Over-identification of language disorder among bilingual children with typical development (TD) is a risk factor in assessment. One strategy for improving assessment accuracy with bilingual children is to determine which linguistic sub-domains differentiate bilingual children with TD from bilingual children with developmental language disorder (DLD). To date, little research on sequential bilinguals with TD and DLD has focussed on complex (multi-clausal) sentences in naturalistic production, even though this is a noted domain of weakness for school-age monolinguals with DLD. Accordingly, we sought to determine if there were differences in the use of complex sentences in conversational and narrative tasks between school-age sequential bilinguals with TD and with DLD at the early stages of L2 acquisition. We administered a conversation and a narrative task to 63 English L2 children with TD and DLD, aged 5–7 years with 2 years of exposure to the L2. Children had diverse first language backgrounds. The L2-TD and L2-DLD groups were matched for age, length of L2 exposure and general L2 proficiency (receptive vocabulary size). Language samples from both tasks were coded and analyzed for the use of complex versus simple sentences, for the distribution of complex sentence types, for clausal density and mean length of utterance (MLU). Complex sentences included coordinated clauses, sentential complement clauses, adverbial clauses and relative clauses. Using regression modelling and PERMANOVA, we found that the L2-TD group produced more complex sentences than the L2-DLD group, with coordinated clauses, adverbial clauses and relative clauses differing the most between the groups. Furthermore, the two groups differed for mean clausal density, but not for MLU, indicating that clausal density and MLU did not estimate identical morphosyntactic abilities. Individual variation in complex sentence production for L2-TD was predicted by longer L2 exposure and task; by contrast, for L2-DLD, it was predicted by older age. This study indicates that complex sentence production is an area of weakness for bilingual children with DLD, as it is for monolinguals with DLD. The clinical implications of these findings are discussed.

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Oral Language Profiles of English Second Language Learners in Adolescence

Cited by 13 publications

References 49 publications

Are Migrant Students Closing the Gap?

Are Migrant Students Closing the Gap?

Sources of individual differences in the dual language development of heritage bilinguals

Does the Use of Complex Sentences Differentiate Between Bilinguals With and Without DLD? Evidence From Conversation and Narrative Tasks

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