Language Control and Code-Switching in Bilingual Children with Developmental Language Disorder

Autor/inn/en	Gross, Megan C.; Kaushanskaya, Margarita
Titel	Language Control and Code-Switching in Bilingual Children with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 3, S.1104-1127 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gross, Megan C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Bilingualism; Code Switching (Language); Spanish; Second Language Learning; Second Language Instruction; Parent Attitudes; Video Technology; Monolingualism; Language Tests; Task Analysis; Language Processing; Language Proficiency; Preschool Children; Language Impairments; Developmental Delays; Dialogs (Language); Language Usage; Peer Relationship; Correlation; Native Language; Language Dominance; Leiter International Performance Scale; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Elternverhalten; Language test; Sprachtest; Aufgabenanalyse; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Dialog; Dialogs; Dialogue; Dialogues; Sprachgebrauch; Peer-Beziehungen; Korrelation; Sprachliche Dominanz
Abstract	Purpose: The current study examined language control and code-switching in bilingual children with developmental language disorder (DLD) compared to bilingual peers with typical language development (TLD). In addition, proficiency in each language and cognitive control skills were examined as predictors of children's tendency to engage in cross-speaker and intrasentential code-switching. Method: The participants were 62 Spanish/English bilingual children, ages 4;0-6;11 (years;months), including 15 children with DLD and 47 children with TLD. In a scripted confederate dialogue task to measure language control, children took turns describing picture scenes with video partners who were monolingual speakers of English or Spanish. The Dimensional Change Card Sort indexed cognitive control, the Bilingual English Spanish Assessment assisted in identifying DLD, and parent ratings from the Inventory to Assess Language Knowledge indexed proficiency in Spanish and English. Results: Children with DLD were more likely to engage in "cross-speaker code-switching" from Spanish to English (i.e., responding in English when addressed in Spanish) than children with TLD, even when controlling for proficiency in each language. "Intrasentential code-switching" (i.e., integrating both languages within an utterance) did not differ between groups. Cognitive control was more associated with cross-speaker than with intrasentential code-switching. Conclusions: These findings highlight the need to consider cross-speaker and intrasentential code-switching separately when seeking distinguishing features of code-switching in bilingual children with DLD. The use of increased cross-speaker code-switching by children with DLD especially with Spanish speakers highlights the need for increased support of home language use. (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