This study aims to describe the relationships between child-internal and child-external factors and the consonant accuracy of bilingual children. More specifically, the study looks at internal ...factors: expressive and receptive vocabulary, and external factors: language exposure and language status, of a group of 4-year-old bilingual Arabic-French children. We measured the consonant accuracy of the children by the percentage of correct consonants in a Picture-Naming Task and a Non-Word Repetition Task in each language. The results suggest a significant relationship between vocabulary and consonant accuracy. A cross-language correlation was observed between the expressive vocabulary level of the majority language (French) and the consonant accuracy of the minority language (Arabic). Also, a significant correlation was found between Arabic language exposure and Arabic consonant accuracy. Finally, consonant accuracy was significantly higher in French tasks than in Arabic, despite the individual differences of the children.
Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands ...become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses
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we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children. Results suggest that bilingual children with ASD can keep pace with their peers with similar intellectual abilities.
White monolingual Anglo-American values permeate language acquisition research, which extends into public health and educational policies. “Quality of language” in parent-child interactions is often ...called upon to explain weaknesses in the language development of children who are racialized, experiencing poverty, or bilingual. Indeed, many early intervention approaches build on this premise by aiming to improve the “quality of language” used by parents. We aimed to understand the conceptualizations of “quality of language” in studies of parent-child interaction through the critical lens of Community Cultural Wealth Theory and perspectives from development research across cultures. We completed a Systematic Concept Analysis of articles published from 2010 to 2022 and focused on parent-child interactions in the home environment. Our search identified 972 articles and 78 met the inclusion criteria, but only 45 papers provided a definition. These definitions covered eight conceptualizations but only three were previously described. We also found inequity in the use of this terminology, which focused on children who were bilingual, had disability, or experiencing poverty. Informed by a critical lens, we recommend the use of four new terms to encompass “quality of language.” We also recommend refraining from using this term as it is value-laden, poorly defined, and diminishes culturally sustaining language transmission practices.
Given their significance in daily life and frequent inclusion in clinical and educational assessments, children's narrative abilities merit investigation. The present study examines the narratives of ...children acquiring an additional language, adding to the more abundant studies of monolingual children. Sixty kindergartners (mean age 68 months) residing in Quebec, Canada participated. All spoke a minoritized language at home, and were being instructed in French, the majority language, at school. The children told stories in French based on pictures from the Edmonton Narrative Norms Instrument (Schneider, Dubé, and Hayward, 2005) in late fall or early winter, and again in spring. Their stories were subsequently analyzed for their macrostructural features. Despite limited exposure to French prior to kindergarten, the majority of children were able to communicate the central problem in the story, characters' attempts to resolve the problem, and outcomes of those attempts. Furthermore, the children's scores increased from time 1 to time 2 overall, and for four of eight story grammar elements. The higher scores were due to higher scores on elements as well as the emergence of new elements in children's stories at time 2. The findings can help guide expectations for narrative growth among emerging bilingual children and inform instruction.
We present a Raman spectroscopic method for the noninvasive detection of liquid explosives within bottles, and other packaging, of substantially higher sensitivity and wider applicability than that ...currently available via conventional Raman spectroscopy. The approach uses a modification of the spatially offset Raman spectroscopy (SORS) concept, which permits the interrogation of a wide range of containers, including transparent, colored, and diffusely scattering plastic and glass beverage, medicine, and cosmetic bottles, with no change in experimental geometry. The enhanced sensitivity is achieved by the technique's inherent ability to effectively suppress fluorescence and Raman contributions originating from the wall of the container. The application is demonstrated on the noninvasive detection of hydrogen peroxide solution, a critical component of a number of liquid explosives. In contrast to conventional Raman spectroscopy, the modified SORS concept enables the detection of concealed hydrogen peroxide solution in all the studied cases.
Background
Research in word‐finding difficulties is sparse, especially in languages other than English. As a result, the factors associated with the frequency of word‐finding behaviours are poorly ...understood, particularly in discourse.
Aims
This exploratory study is the first to collect data relative to the expected frequency of word‐finding behaviours in narration for French speakers aged 7–12 years old with typical development; and (2) to identify the factors associated with the frequency of word‐finding behaviours in narration. We hypothesized that sociodemographic characteristics, language abilities and characteristics of the spoken productions could be linked to word‐finding behaviours.
Methods & Procedures
The participants consisted of 61 French‐speaking children aged 7–12 years old (M = 9;09 years, SD = 1;06 years) with typical development. Children were asked to complete a receptive vocabulary task, a non‐word‐repetition task and two narrative tasks. The children's narrative samples were coded using a discourse analysis of word‐finding behaviours, as described by Diane J. German.
Outcomes & Results
Participants produced 39% of T‐units with least one word‐finding behaviour, which included relatively frequent use of repetitions and word reformulations. Regression analyses revealed that the participants’ gender was the only significant variable associated with the frequency of word‐finding behaviours in narration. Boys produced a higher percentage of T‐units with at least one word‐finding behaviour. Post‐hoc analyses suggested that gender differences reflected differences in repetitions and word reformulations. Boys and girls did not differ on any other language measures collected.
Conclusions & Implications
Speech–language pathologists may want to take into account a child's gender when assessing word‐finding difficulties in narration. Additional studies are needed to understand whether this finding extends to other word‐finding tasks and to children with word‐finding difficulties.
WHAT THIS PAPER ADDS
What is already known on the subject
Studies in English have identified that analyses of word‐finding behaviours in discourse can be used to correctly identify children with word‐finding difficulties. Studies are needed in other languages to determine if this observation holds true across languages. Moreover, the factors associated with the frequency of word‐finding behaviours in discourse are poorly understood.
What this paper adds to existing knowledge
The frequency of word‐finding difficulties in narration was higher in our study of French‐speaking children than in previous studies of English. Gender was the only factor associated with the frequency of word‐finding difficulties.
What are the potential or actual clinical implications of this work?
The language and task used to assess word‐finding skills as well as the child's gender may be important to take into account when assessing word‐finding difficulties based on word‐finding behaviours.
Background
Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and ...support children's language development.
Aims
We developed and studied a novel word learning task that is dynamic and language neutral. It makes use of multilingual children's abilities to apply language transfer, fast mapping and socially embedded language to the learning of new words.
Methods & Procedures
A total of 26 children attending kindergarten in French participated in this study. Within this group, 13 different home languages were spoken. Children took part in a dynamic assessment task of their word learning that consisted of a test–teach–retest task. Children's scores on this task were compared with their language abilities reported by their parents, amount of language exposure and scores on standardized tests of vocabulary. All tasks were delivered in French.
Outcomes & Results
Children had higher accuracy for known words as compared with new words in the task, which may suggest transfer of knowledge from their first language. They also showed increased accuracy in identifying and naming the new words across the three trials, suggesting fast mapping of these new vocabulary items. Finally, the scores on the dynamic task correlated to children's vocabulary scores on the standardized tests, but not parent report of language development, or the amount of exposure to the language of school.
Conclusions & Implications
This novel dynamic assessment task taps into the process of vocabulary learning, but is less influenced by prior language knowledge. Together, these findings provide insight into early word learning by young multilingual children and proposes a conceptual model for identifying strategies to support second language acquisition.
What this paper adds
What is already known on the subject
Many barriers exist with regards to assessing the language abilities of multilingual children when a clinician aims to assess their language abilities in both languages. An alternative approach is to measure children's language processing abilities.
What this paper adds to existing knowledge
A novel dynamic and multilingual task was developed and implemented in this study. This task builds on children's word learning abilities that include cross‐language transfer, fast‐mapping, and socially imbedded learning. This multilingual task was found to tap into vocabulary learning but was not influenced by prior language knowledge.
What are the potential or actual clinical implications of this work?
Applying a task that focuses on language processing abilities is a promising strategy to capture language abilities in multilingual children. In addition, the dynamic nature of this tasks allows a clinician to identify scaffolding strategies that best support children's word learning.
There is a general need for more knowledge on the development of French phonology, and little information is currently available for typically developing French-speaking three-year-old children. This ...study took place in Belgium and explores the accuracy of speech production of 34 typically developing French-speaking children using a picture naming task. Measures of speech accuracy revealed lower performance than previously seen in the literature. We investigated speech accuracy across different phonological contexts in light of characteristics of target words that are known to have an influence on speech production, namely the condition of production (spontaneous vs. imitated), the length of the word (in number of syllables), syllable complexity (singleton vs. cluster) and positional complexity (onset vs. coda). Results indicate that the accuracy of words produced spontaneously did not differ from imitated words. The presence of consonant clusters in the target word was associated with lower performance on measures of Percentage of Consonants Correct and Whole Word Proximity for both 1- and 4-syllable words. Singleton codas were produced less accurately than onsets in 1-syllable words. Word-internal singleton codas were produced less accurately than final codas. In our sample, 1-syllable words showed surprisingly low levels of performance which we can explain by an over-representation of phonologically complex properties in the target words used in the present study. These results highlight the importance of assessing various aspects of phonological complexity in French speech tasks in order to detect developmental errors in typically developing children and, ultimately, help identify children with speech sound disorders.
Purpose: The aim of this study was to document speech sound development across early childhood from a dynamic assessment (DA) perspective that captures a breadth of linguistic environments using the ...Glaspey Dynamic Assessment of Phonology (Glaspey, 2019), as well as to provide normative data for speech-language pathologists to compare speech skills when making clinical decisions and provide historical context. Targets of English were evaluated via DA for the (a) age of acquisition in single words; (b) continued development through connected speech; (c) early, mid, and late sequence; and (d) differences between single word and connected speech productions. Method: Data were extracted from the reported results of the norming study for the Glaspey Dynamic Assessment of Phonology, which included a representative sample of 880 children ages 3 years to 10;11 (years;months). Comparisons were made with 49 items including multisyllabic words, clusters, and phonemes of English across word positions. Results: Assessment with DA showed that acquisition in single words is nearly complete by age 6 years with a 90% mastery level, and the sequence suggests an Early-13, Mid-16, and Late-14 for items by word position. In connected speech, a wider range of progression is evident from the emergence of sound production at 50%, 75%, and 90% mastery levels with observed changes between ages 3 and 10 years. Conclusions: Given a DA approach across connected linguistic environments, children continue to progress in their development of speech sounds from early childhood well into their school-age years and for some sounds beyond the age of 10 years. DA challenges the language system to better reflect children's developmental progression.
Second language (L2) pronunciation patterns that differ from those of first language (L1) speakers can affect communication effectiveness. Research on children's L2 pronunciation in bilingual ...education that involves non-English languages is much needed for the field of language acquisition. Due to limited research in these specific populations and languages, researchers often need to refer to literature on L2 pronunciation in general. However, the multidisciplinary literature can be difficult to access. This paper draws on research from different disciplines to provide a brief but holistic overview of L2 pronunciation. A conceptual model of L2 pronunciation is developed to organize multidisciplinary literature, including interlocutors' interactions at three layers: the sociopsychological, acquisitional, and productive-perceptual layers. Narrative literature review method is used to identify themes and gaps in the field. It is suggested that challenges related to L2 pronunciation exist in communication. However, the interlocutors share communication responsibilities and can improve their communicative and cultural competencies. Research gaps are identified and indicate that more studies on child populations and non-English L2s are warranted to advance the field. Furthermore, we advocate for evidence-based education and training programs to improve linguistic and cultural competencies for both L1 speakers and L2 speakers to facilitate intercultural communication.
