The role of exposure on school-aged bilingual language abilities – it depends on what you measure

Beauchamp, Myriam L. H.; MacLeod, Andrea A. N.

doi:10.1080/13670050.2022.2062217

Cited by 3 publications

(4 citation statements)

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“…It is striking that erroneous beliefs about bilingual development persist despite a wealth of evidence highlighting that bilingualism does not cause language delays, that minority-language speakers with NDDs can become bilinguals and that for all children, but that these children's abilities in each of their languages will be influenced by several factors such as the amount of language exposure that they receive in each language ( 25 , 65 ). Furthermore, in addition to interfering with quality of care, recommendations against these children being exposed to their native language also reduce resilience in subgroups like immigrants and refugees by leading to further loss of kinship and community tradition ( 66 ).…”

Section: Discussionmentioning

confidence: 99%

Barriers to access and utilization of healthcare services for minority-language speakers with neurodevelopmental disorders: A scoping review

et al. 2022

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IntroductionMinority-language speakers in the general population face barriers to accessing healthcare services. This scoping review aims to examine the barriers to healthcare access for minority-language speakers who have a neurodevelopmental disorder. Our goal is to inform healthcare practitioners and policy makers thus improving healthcare services for this population.Inclusion criteriaInformation was collected from studies whose participants include individuals with a neurodevelopmental disorder (NDD) who are minority-language speakers, their family members, and healthcare professionals who work with them. We examined access to healthcare services across both medical and para-medical services.MethodSearches were completed using several databases. We included all types of experimental, quasi-experimental, observational and descriptive studies, as well as studies using qualitative methodologies. Evidence selection and data extraction was completed by two independent reviewers and compared. Data extraction focused on the barriers to accessing and to utilizing healthcare for minority-language speakers with NDDs. The search process and ensuing results were fully reported using a diagram from the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review.ResultsFollowing the database search, a total of 28 articles met our final selection criteria and two articles were hand-picked based on our knowledge of the literature, for a total of 30 articles. These studies revealed that minority-language speakers with NDDs and their families experience several barriers to accessing and utilizing healthcare services. These barriers, identified at the Systems, Provider and Family Experience levels, have important consequences on children's outcomes and families' well-being.DiscussionWhile our review outlined several barriers to access and utilization of healthcare services for minority-language speakers with NDDs and their families, our findings give rise to concrete solutions. These solutions have the potential to mitigate the identified barriers, including development and implementation of policies and guidelines that support minority-language speakers, practitioner training, availability of referral pathways to appropriate services, access to tools and other resources such as interpretation services, and partnership with caregivers. Further research needs to shift from describing barriers to examining the efficacy of the proposed solutions in mitigating and eliminating identified barriers, and ensuring equity in healthcare for minority-language speakers with NDDs.

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Section: Discussionmentioning

confidence: 99%

Barriers to access and utilization of healthcare services for minority-language speakers with neurodevelopmental disorders: A scoping review

et al. 2022

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“…A language status variable (bilingual/monolingual) was created based on children’s language exposure and children were assigned to one of two groups. Following Beauchamp & MacLeod ( 2022 ) and Thordardottir ( 2011 ; 2019 ), children were included in the bilingually exposed group if parents reported that they currently received at least 5% exposure to a second language. While there is no accepted cut-off for the bilingual/monolingual differentiation (and this cut-off may vary depending on the child’s age and years of exposure to a second language), findings from Beauchamp (2020) suggest that 5% was the lowest amount of second-language exposure received by children who were identified by their parents as bilingual.…”

Section: Methodsmentioning

confidence: 99%

“…However, Bedore et al, (2012) did not find a statistically significant difference in children's input and output when language exposure information was gathered through parent questionnaires. Additionally, the use of parent questionnaires to measure language exposure is a common method in bilingualism literature (Bedore et al, 2012;Thordardottir, 2011Thordardottir, , 2015Thordardottir, , 2019Unsworth, 2016;Beauchamp et al, 2020;Beauchamp & MacLeod, 2022).…”

Section: Participantsmentioning

confidence: 99%

The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum

Beauchamp

Rezzonico

Bennett

et al. 2022

J Autism Dev Disord

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We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities.The narrative, social, and pragmatic language skills of school-aged bilinguals (n = 54) and monolinguals (n = 80) on the AS were assessed using normed measures. Language exposure was estimated through a parent questionnaire.Bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills. However, balanced bilinguals performed better on a nonliteral language task.Overall, results indicate that bilingual children on the AS can become as proficient in using language as monolinguals and may enjoy a bilingual advantage.

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“…В современных исследованиях билингвальный контроль изучается в контексте активизации кон-Creative Commons by the Authors is licenced under CC-BY-NC центрации внимания на целевом языке при избегании вторжения других языков как основного когнитивного процесса, обеспечивающего преимущества билингвов в исполнительном контроле (Spinelli et al, 2022). Считается, что этот процесс включает операцию мониторинга потенциальных конфликтов между целевым и нецелевым языками, например отслеживание помех неиспользуемого языка, переключение между языками (Beauchamp & MacLeod, 2022).…”

Section: Introductionunclassified

Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language

Khotinets,

Shishova,

Novgorodova

et al. 2023

E&SD

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The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic. To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children's version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist's toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling). The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.

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The role of exposure on school-aged bilingual language abilities – it depends on what you measure

Cited by 3 publications

References 30 publications

Barriers to access and utilization of healthcare services for minority-language speakers with neurodevelopmental disorders: A scoping review

Barriers to access and utilization of healthcare services for minority-language speakers with neurodevelopmental disorders: A scoping review

The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum

Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language

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