Use of Brown's 14 Grammatical Morphemes by Bilingual Hispanic Preschoolers

Bland-Stewart, Linda; Fitzgerald, Suzette M.

doi:10.1177/152574010102200403

Cited by 23 publications

(16 citation statements)

References 14 publications

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“…In general, the studies found that DLLs’ abilities to produce morphological and syntactic targets were less accurate than monolinguals, but that DLLs’ generally followed the same pattern of development as monolinguals (Bland-Stewart & Fitzgerald, 2001; Bonnesen & Chilla, 2011; Nicholls, Eadie, & Reilly, 2011; Nicoladis & Marchak, 2011; Paradis, Nicoladis, Crago, & Genesee, 2010). Also, it was concluded that difference in the amount of input that DLLs receive in their individual languages explained the differences between DLLs and monolinguals accuracy in producing various grammatical structures (Bonnesen & Chilla, 2011; Nicholls et al, 2011; Paradis et al, 2010).…”

Section: Resultsmentioning

confidence: 97%

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

302

198

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The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.

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Section: Resultsmentioning

confidence: 97%

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

302

198

View full text Add to dashboard Cite

show abstract

“…Spanish speaking children learning English for example acquire some but not all of the grammatical structures expected relative to their MLU (Bland-Stewart & Fitzgerald, 2001). There are cross-linguistic influences that facilitate the acquisition of some structures but inhibit the acquisition of others.…”

Section: Introductionmentioning

confidence: 99%

Language sample measures and language ability in Spanish-English bilingual kindergarteners

Bedore¹,

Peña²,

Gillam³

et al. 2010

Journal of Communication Disorders

143

119

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Measures of productivity and sentence organization are useful metrics for quantifying language development and language impairments in monolingual and bilingual children. It is not yet known what measures within and across languages are most informative when evaluating the language skills of bilingual children. The purpose of this study was to evaluate how measures of language productivity and organization in two languages converge with children's measured language abilities on the Bilingual English Spanish Assessment (BESA), a standardized measure of language ability. 170 kindergarten age children who produced narrative language samples in Spanish and in English based on a wordless picture book were included in the analysis. Samples were analyzed for number of utterances, number of different words, mean length of utterance, and percentage of grammatical utterances. The best predictors of language ability as measured by the BESA scores were English MLU, English grammaticality, and Spanish grammaticality. Results are discussed in relationship to the nature of the measures in each of the languages and in regard to their potential utility for identifying low language ability in bilingual children.

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“…Cross-linguistic similarity in the structure, early age-of-acquisition of the progressives and verb selection in the BESA test (walking, skating, swimming, riding) may have facilitated progressives' overall production in our sample. This was evidenced by a higher proportion of partially correct responses as compared to non-target responses in the more complex English passives [64].…”

Section: Discussionmentioning

confidence: 93%

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

et al. 2017

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Abstract:In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed.

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Use of Brown's 14 Grammatical Morphemes by Bilingual Hispanic Preschoolers

Cited by 23 publications

References 14 publications

The language and literacy development of young dual language learners: A critical review

The language and literacy development of young dual language learners: A critical review

Language sample measures and language ability in Spanish-English bilingual kindergarteners

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

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