Bilingualism in Down Syndrome: A Greek Study

Autor/inn/en	Katsarou, Dimitra; Andreou, Georgia
Titel	Bilingualism in Down Syndrome: A Greek Study
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 3, S.376-382 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1684458
Schlagwörter	Foreign Countries; Down Syndrome; Bilingualism; Language; Second Language Learning; Receptive Language; Expressive Language; Native Language; Language Acquisition; Monolingualism; Greek; Young Children; Mild Intellectual Disability; English (Second Language); Greece + Suchen Sie Ihr Suchwort? Ausland; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Bilingualismus; Languages; Sprache; Zweitsprachenerwerb; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Grieche; Griechisch; Frühe Kindheit; English as second language; English; Second Language; Englisch als Zweitsprache; Griechenland
Abstract	Children with Down syndrome (DS) present language deficits in all linguistic domains and their language development lags behind that of typically developing children. However, their receptive language skills appear to be better than their productive in all linguistic domains. Research on bilingual children with DS is limited, but has shown that second language learning from an early age by children with DS has no impact on their first language development. In this research study, we examined receptive and productive first language skills of eight monolingual and eight bilingual children with DS. For the above purpose, a standardised language test, that measures the receptive and expressive language system, was administered to all participants. The results of our study showed that bilingual children with DS do not differ in their receptive and productive language skills from monolingual children with DS, indicating that bilingualism does not affect first language development in DS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01