The Interface between Bilingual Development and Specific Language Impairment

Autor/in	Paradis, Johanne
Titel	The Interface between Bilingual Development and Specific Language Impairment
Quelle	In: Applied Psycholinguistics, 31 (2010) 2, S.227-252 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409990373
Schlagwörter	Language Impairments; Child Language; Monolingualism; Bilingualism; Prediction; Language Research; Language Acquisition; Second Language Learning; Linguistic Theory; Comparative Analysis; Language Processing; Evaluation Methods + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; 'Children''s language'; Kindersprache; Bilingualismus; Vorhersage; Sprachforschung; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Linguistische Theorie; Sprachverarbeitung
Abstract	Research at the interface of bilingual development and child language disorders has increased greatly in the past decade. The purpose of this article is to highlight the theoretical and clinical implications of this research. Studies examining the similarities in linguistic characteristics between typically developing sequential bilingual children and monolingual children with specific language impairment (SLI) the same age are reviewed in light of predictions from a maturational model of SLI. Studies examining the linguistic characteristics of bilingual children with SLI compared to monolinguals with SLI and their bilingual peers with typical development are reviewed in light of predictions of limited processing capacity theories of SLI. It is shown that data from bilingual children pose interesting challenges to both theoretical perspectives, although in different ways. Finally, the findings from this research are discussed in terms of their relevance for assessment of SLI in bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10