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Assessing successive bilinguals in two languages: A longitudinal look at English-speaking children in France |
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Maureen Scheidnes - Memorial University of Newfoundland
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| SRCLD Year: |
2014 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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| - Cross Linguistic Comparison |
| - Language Impairment, School Age |
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One particular challenge in research on language impairment in bilingual children concerns the use and interpretation of standardized assessments. This study aims to contribute to knowledge on assessing language performance in bilingual children through the longitudinal examination of standardized tests in both languages of 22 successive bilinguals (L1 English, L2 French) who did not have a diagnosis of language impairment. Each language was assessed twice at a 12-month interval. Results revealed that at least half of the children scored below norms in French assessments of morphosyntax and phonology at both testing times and several scored below norms in both French and English. Length of exposure to French appeared to play a role in performance, but its exact impact is unclear. Low scores in English were assumed to be a typical aspect of successive bilingualism in which the dominant language goes through a period of reorganization, as has been claimed in previous work. This project was funded by the Agence Nationale de la Recherche (ANR): Project ANR-08-BLAN-0328-01. |
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