Using a monolingual screening test for assessing bilingual children

Altman, Carmit; Harel, Efrat; Meir, Natalia; Iluz-Cohen, Peri; Walters, Joel; Armon-Lotem, Sharon

doi:10.1080/02699206.2021.2000644

Cited by 17 publications

(9 citation statements)

References 63 publications

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“…Forty-six of the participants with DLD (24 BIDLD and 22 MODLD) received language intervention once a week, and the rest were about to start intervention within 1–3 months. To verify the DLD diagnosis, performance on a standardized language test of Hebrew (Goralnik, 1995) was examined against available norms for both monolingual children (Goralnik, 1995) and bilingual speaking children (Altman et al, 2021). Participants with TLD had no parental concern regarding their language development.…”

Section: Methodsmentioning

confidence: 99%

“…The correlations between each subtest score and the total score are .57-.82, and the test correlates with the Peabody Picture Vocabulary T (PPVT, Duhn, 1965) at .82. To verify assignment to DLD groups, we used the tests' norms for monolingual children (Goralnik, 1995) and for bilingual Russian-Hebrew children (Altman et al, 2021). For the purposes of the lexical retrieval task, we used the vocabulary subtest only.…”

Section: Goralnik Test: a Lexical Retrieval Taskmentioning

confidence: 99%

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Influences of bilingualism and developmental language disorder on how children learn and process words.

Barak¹,

Degani²,

Novogrodsky³

2022

Developmental Psychology

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Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with TLD. The current study tested the interplay between bilingualism and language disorder during novel word learning and lexical retrieval. Preschoolers (N = 101; 50 boys and 51 girls; mothers' mean years of education = 16.35) in four groups (Hebrew monolinguals or Russian-Hebrew bilinguals with DLD or TLD) learned 12 novel real words (6 with a familiar referent and 6 with a novel referent) and performed a lexical retrieval task. Children exhibited significant learning with no effect of bilingualism, but a negative effect of language disorder. Thus, children with DLD performed worse than children with TLD, and this ability was not affected by bilingualism. In lexical retrieval, DLD groups scored lower than TLD groups, and critically also bilinguals scored lower than monolinguals. This differential effect of bilingualism in the two tasks suggests that bilingualism does not impede language learning mechanisms even among children with DLD. Instead, the findings suggest that lower performance in the lexical retrieval task is due to decreased frequency of exposure. By exploring both word learning and lexical retrieval, the study highlights the differential mechanisms at play in the effects of bilingualism and language disorder on the developing lexicon.

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Section: Methodsmentioning

confidence: 99%

Section: Goralnik Test: a Lexical Retrieval Taskmentioning

confidence: 99%

Influences of bilingualism and developmental language disorder on how children learn and process words.

Barak¹,

Degani²,

Novogrodsky³

2022

Developmental Psychology

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“…Two dimensions of time that are of interest to examine are the chronological age (CA) and age of onset of bilingualism (AOB). It has been established that they distinctly impact bilingual language development (Altman et al 2022;Armon-Lotem et al 2021;Meir 2023;Paradis 2023). However, there has been a paucity of extensive inquiry conducted within the context of FLP.…”

Section: Family Language Policymentioning

confidence: 99%

“…Age of onset of bilingualism (AOB) is a measurement of language exposure that influences linguistic proficiency in the heritage language (Armon-Lotem et al 2021;Meir 2023;Paradis 2023) and societal language (Altman et al 2022;Muñoz and Singleton 2011). Presently, there is no agreement on the definition of early or late AOB (Strangmann et al 2019).…”

Section: Age Of Onset Of Bilingualism and Family Language Policymentioning

confidence: 99%

The Role of Age Variables in Family Language Policy

Rose,

Armon-Lotem,

Altman

2024

Languages

Self Cite

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Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the association of FLP with children’s chronological age and the age they become bilingual. Data were collected via questionnaires from parents and their bilingual children (n = 82) aged 5.08–14.08 (M = 8.98, SD = 3.27) speaking English (heritage language) and Hebrew (societal language). Correlations and logistic regressions indicate a relationship between FLP and dimensions of age. Findings reveal that age may have repercussions for parent language beliefs, patterns of language use within the home, and the adoption of language promotion strategies. Younger children and children with a later age of onset of bilingualism are associated with families who lean towards a pro-heritage language FLP. Considering dimensions of age enhances our understanding of FLP and may offer a greater insight into how languages are supported in the bilingual home.

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“…First, because a bilingual/multilingual child's experiences are distributed across two or more languages, assessment of single‐language vocabulary is likely to underestimate bilingual/multilingual children's total language abilities. Indeed, assessing bilingual/multilingual children in only one language has been shown to result in misdiagnosis of language impairments, particularly when monolingual norms are used (Altman et al., 2022; Grimm & Schulz, 2014). Best practice is to assess children in each of their languages (Peña & Halle, 2011).…”

Section: Background Literaturementioning

confidence: 99%

Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

Weisleder,

Friend,

Tsui

et al. 2023

Language Learning

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A large number of children are exposed to more than one language. One well‐established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.

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Using a monolingual screening test for assessing bilingual children

Cited by 17 publications

References 63 publications

Influences of bilingualism and developmental language disorder on how children learn and process words.

Influences of bilingualism and developmental language disorder on how children learn and process words.

The Role of Age Variables in Family Language Policy

Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

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