Bilingualism and Biliteracy in Down Syndrome: Insights from a Case Study

Autor/inn/en	Burgoyne, Kelly; Duff, Fiona J.; Nielsen, Dea; Ulicheva, Anastasia; Snowling, Margaret J.
Titel	Bilingualism and Biliteracy in Down Syndrome: Insights from a Case Study
Quelle	In: Language Learning, 66 (2016) 4, S.945-971 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12179
Schlagwörter	Bilingualism; Literacy; Russian; Second Language Learning; Down Syndrome; Case Studies; Native Language; Monolingualism; Comparative Analysis; Reading Ability; English (Second Language); Alphabets; Written Language; Oral Language; Second Language Instruction; Children; Learning Problems; Foreign Countries; Cognitive Development; Young Children; Intelligence Tests; Language Tests; Statistical Analysis; United Kingdom; Belarus; Wechsler Preschool and Primary Scale of Intelligence; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Russisch; Zweitsprachenerwerb; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Case study; Fallstudie; Case Study; Reading competence; Lesekompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Buchstabenschrift; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht; Child; Kind; Kinder; Lernproblem; Ausland; Kognitive Entwicklung; Frühe Kindheit; Intelligence test; Intelligenztest; Language test; Sprachtest; Statistische Analyse; Großbritannien
Abstract	We present the case study of MB--a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of 11 Russian-speaking typically developing monolinguals and her L2 abilities to those of 15 English-speaking typically developing monolinguals and six monolingual English-speaking children with DS; each group achieving the same level of word reading ability as MB. We conclude that learning two languages in the presence of a learning difficulty need have no detrimental effect on either a child's language or literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01