A Multidimensional Review of Bilingual Aphasia as a Language Disorder

Autor/in	Akbari, Mohsen
Titel	A Multidimensional Review of Bilingual Aphasia as a Language Disorder
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 2, S.73-86 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Bilingualism; Aphasia; Neurolinguistics; Psycholinguistics; Language Impairments; Language Proficiency; Severity (of Disability); Second Language Learning; Language Research; Literature Reviews + Suchen Sie Ihr Suchwort? Bilingualismus; Expressive Aphasie; Aphasie; Neurolinguistisches Programmieren; Psycholinguistik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Language skills; Sprachkompetenz; Schweregrad; Zweitsprachenerwerb; Sprachforschung
Abstract	Aphasia as a multifaceted language disorder associated with the complicated links between language and brain has been and is of interest and significance to the stream of research in different disciplines including neurolinguistics, psycholinguistics, cognitive studies and language acquisition. Along with explorations into the manifestations of aphasia in monolingual speakers, bilingual aphasia has similarly become the most current form of this language disorder due to the rising number of bilingual speakers in recent decades all over the world and the probability of facing bilinguals suffering from this language deficit. To paint a picture of this multidimensional linguistic impairment and to get out of the labyrinth of aphasia and in particular bilingual aphasia, the present review study aims to provide a summary of aphasia-related studies in different contexts worldwide and run through the variables affecting the manifestations and language recovery patterns in bilingual aphasic speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01