Assessment of Second Language Proficiency in Bilingual Children with Specific Language Impairment: A Clinical Perspective

Autor/inn/en	Verhoeven, Ludo; Steenge, Judit; van Weerdenburg, Marjolijn; van Balkom, Hans
Titel	Assessment of Second Language Proficiency in Bilingual Children with Specific Language Impairment: A Clinical Perspective
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1798-1807 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.03.010
Schlagwörter	Second Languages; Language Impairments; Monolingualism; Language Proficiency; Indo European Languages; Bilingualism; Second Language Learning; Comparative Analysis; Young Children; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Language skills; Sprachkompetenz; Indoeuropäisch; Bilingualismus; Zweitsprachenerwerb; Frühe Kindheit; Ausland; Niederlande
Abstract	The goal of this study was to examine to what extent the conditions of restricted input of L2 and SLI have an additive impact on language acquisition. Therefore, the Dutch language achievement of 6-, 7-, and 8-year-old bilingual children with SLI was compared with that of typically developing monolingual Dutch children, typically developing bilingual children, and monolingual Dutch children with SLI. Assuming that speaking a language in varying environments involves distinct subskills that can be acquired in differential patterns, the achievement of phonological, lexical, morphosyntactic and textual abilities were assessed separately. For each of these abilities, it was determined to what extent the conditions of restricted input (first vs. second language) and language deficit (typically developing vs. SLI) cause stagnation or a delay in language acquisition. Bilingual children with SLI perform at a lower level than the other groups in almost all aspects of achievement in Dutch. For language tasks related to the mental lexicon and grammar, an additional disadvantage was evidenced as a result of the combination of learning Dutch as second language and having SLI. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10