First and Second Language Sentence Repetition: A Screening Measure for Dual Language Learners?

Autor/inn/en	Monsrud, May-Britt; Rydland, Veslemøy; Geva, Esther; Lyster, Solveig-Alma Halaas
Titel	First and Second Language Sentence Repetition: A Screening Measure for Dual Language Learners?
Quelle	In: Language and Education, 36 (2022) 4, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monsrud, May-Britt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2063059
Schlagwörter	Native Language; Second Language Learning; Bilingualism; Monolingualism; Sentences; Language Tests; Language Proficiency; Language Impairments; Diagnostic Tests; Correlation; Short Term Memory; Phonology; Scores; Verbal Ability; Vocabulary Skills; Grammar; Individual Differences; At Risk Students; Elementary School Students; Norwegian; Foreign Countries; Expressive Language; Norway (Oslo) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bilingualismus; Sentence analysis; Satzanalyse; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test; Korrelation; Kurzzeitgedächtnis; Fonologie; Mündliche Leistung; Aktiver Wortschatz; Grammatik; Individueller Unterschied; Norwegisch; Ausland
Abstract	The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners' (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess language functions in both languages whenever feasible. We found that students' L1 and L2 SR performance levels draw upon their phonological short-term memory capacity, vocabulary and grammar skills in the language being assessed. We also found a positive relationship between students' L1 phonological memory and L2 SR scores, suggesting that DLLs' phonological short-term memory capacity assessed in their L1 indicates individual differences in short-term verbal memory that support SR performance, as assessed in L2. The results highlight a challenge in both research and clinical settings which often use monolingual assessment tools and associated norms to identify DLLs who might be at risk of developing DLDs or other learning difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01