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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Monolinguals and Bilinguals’ Visual Recognition Memory of Socially Relevant Stimuli at 8-10 Months. ...
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Spanish in Albuquerque, New Mexico: Spanish-English Bilingual Adults’ and Children’s Vocalic Realizations
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In: Languages; Volume 7; Issue 1; Pages: 53 (2022)
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Remote Dyslexia Screening for Bilingual Children
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In: Multimodal Technologies and Interaction; Volume 6; Issue 1; Pages: 7 (2022)
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Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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In: Languages; Volume 7; Issue 2; Pages: 100 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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A sociophonetic approach to the acquisition of Spanish rhotics in a bilingual community
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5231 ; 2473-8689 (2022)
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Effects of Early Bilingualism on Theory of Mind Development among Children in Economic Adversity ...
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Bilingual Children's Eyewitness Memory and Suggestibility ...
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Using a 'Family Language Policy' lens to explore the dynamic and relational nature of child agency
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Monolingual and Multilingual Early Executive Functioning ...
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Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development
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In: Human Development and Family Studies Publications (2021)
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Auditory distraction while reading in different languages ...
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Special Needs Assessment in Bilingual School-Age Children in Germany
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In: Languages; Volume 7; Issue 1; Pages: 4 (2021)
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Abstract:
Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (MoTD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.
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Keyword:
bilingualism; late child L2; refugee and heritage speakers; special needs
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URL: https://doi.org/10.3390/languages7010004
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Comprehension of grammatical gender, case and wh-questions in Greek heritage children ...
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