The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children with and without Language Impairment

Autor/inn/en	Gibson, Todd A.; Peña, Elizabeth D.; Bedore, Lisa M.
Titel	The Receptive-Expressive Gap in English Narratives of Spanish-English Bilingual Children with and without Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 61 (2018) 6, S.1381-1392 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2018_JSLHR-L-16-0432
Schlagwörter	Receptive Language; Expressive Language; Bilingual Students; Language Impairments; Second Language Learning; Comparative Analysis; Longitudinal Studies; English (Second Language); Language Tests; Kindergarten; Young Children; Grade 1; Spanish + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Spanisch
Abstract	Purpose: First, we sought to extend our knowledge of second language (L2) receptive compared to expressive narrative skills in bilingual children with and without primary language impairment (PLI). Second, we sought to explore whether narrative receptive and expressive performance in bilingual children's L2 differed based on the type of contextual support. Method: In a longitudinal group study, 20 Spanish-English bilingual children with PLI were matched by sex, age, nonverbal IQ score, and language exposure to 20 bilingual peers with typical development and administered the Test of Narrative Language (Gillam & Pearson, 2004) in English (their L2) at kindergarten and first grade. Results: Standard scores were significantly lower for bilingual children with PLI than those without PLI. An L2 receptive-expressive gap existed for bilingual children with PLI at kindergarten but dissipated by first grade. Using single pictures during narrative generation compared to multiple pictures during narrative generation or no pictures during narrative retell appeared to minimize the presence of a receptive-expressive gap. Conclusions: In early stages of L2 learning, bilingual children with PLI have an L2 receptive-expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive-expressive gap. (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	2020/1/01