Componential Skills in Second Language Development of Bilingual Children with Specific Language Impairment

Autor/inn/en	Verhoeven, Ludo; Steenge, Judit; van Leeuwe, Jan; van Balkom, Hans
Titel	Componential Skills in Second Language Development of Bilingual Children with Specific Language Impairment
Quelle	In: Topics in Language Disorders, 37 (2017) 2, S.154-169 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000121
Schlagwörter	Bilingualism; Children; Preadolescents; Foreign Countries; Second Language Learning; Language Skills; Factor Analysis; Speech Skills; Phonological Awareness; Memory; Auditory Perception; Semantics; Syntax; Structural Equation Models; Age Differences; Netherlands + Suchen Sie Ihr Suchwort? Bilingualismus; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Ausland; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Faktorenanalyse; Mündliche Leistung; Sprachfertigkeit; Gedächtnis; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Semantik; Age; Difference; Age difference; Altersunterschied; Niederlande
Abstract	In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6-11 years, divided into 3 age groups. L2 development was assessed by means of spoken language tasks representing different language skills organized into 4 categories based on prior research. Factor analyses were consistent with this system, identifying 4 types of componential skills included in our original assessment battery: (i) speech production/phonological memory; (ii) auditory perception/phonological conceptualization; (iii) lexical-semantic skills; and (iv) morphosyntactic skills. Structural equation modeling showed the 4 types of componential skills to be reasonably stable over time. Moreover, empirical evidence for a lexical bootstrapping effect was found in that children's syntactic development at the age of 8 years could be predicted from their level of lexical-semantic development at the age of 7 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01