Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores

Autor/inn/en	Castilla-Earls, Anny; Ronderos, Juliana; Francis, David J.
Titel	Longitudinal Examination of Morphosyntactic Skills in Bilingual Children: Spanish and English Standardized Scores
Quelle	In: Journal of Speech, Language, and Hearing Research, 66 (2023) 8, S.2671-2687 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castilla-Earls, Anny) ORCID (Ronderos, Juliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Longitudinal Studies; Morphology (Languages); Language Proficiency; Bilingualism; Spanish; English (Second Language); Second Language Learning; Language Acquisition; Syntax; Language Tests; Language Impairments; Comparative Analysis; Preschool Children; Elementary School Students; Standardized Tests; Bilingual Education Programs; Texas (Houston) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Morphology; Morphologie; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Standadised tests; Standardisierter Test
Abstract	Purpose: This study aimed to examine changes in English and Spanish morphosyntactic standardized scores over time in bilingual children. Method: One hundred bilingual children participated in this longitudinal study. The average age of the children at the beginning of the study was 5;11 (years; months). A subset of the participants was identified as children with developmental language disorder (DLD, n = 43). Children completed behavioral testing in Spanish and English at three time points over a period of 2 years. Growth curve modeling was employed to analyze longitudinal data. Results: Distinct patterns of Spanish and English language growth were observed. While the average standard score in English increased, the average score in Spanish decreased over time for both groups. Children with DLD showed persistent language difficulties in both Spanish and English over time in comparison to their peers. Conclusions: The results of this study provide evidence of a shift in language proficiency from Spanish to English for bilingual children with and without language disorders. This study also shows that bilingual children with DLD show a protracted but parallel growth in morphosyntactic skills in comparison to children without DLD (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01