Bilingual Children with Specific Language Impairment: Theoretical and Applied Issues

Autor/in	Paradis, Johanne
Titel	Bilingual Children with Specific Language Impairment: Theoretical and Applied Issues
Quelle	In: Applied Psycholinguistics, 28 (2007) 3, S.551-564 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716407070300
Schlagwörter	Language Impairments; French; Bilingualism; Language Research; Second Language Learning; Language Acquisition; Prediction; Beliefs; Child Language; Morphology (Languages); Monolingualism; Comparative Analysis + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Französisch; Bilingualismus; Sprachforschung; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Vorhersage; Belief; Glaube; 'Children''s language'; Kindersprache; Morphology; Morphologie
Abstract	Bilingualism is often considered an inappropriate developmental choice for children with specific language impairment (SLI) because, according to a widespread belief, these children's limited capacity for language would be overtaxed by learning two linguistic systems. However, there has not been adequate empirical investigation of SLI in bilingual children to support, or refute, this belief and the professional practices that are based on it. On the theoretical side, two opposing perspectives concerning the nature of the deficit in SLI make different predictions for the outcome of children with SLI learning two languages, and one set of predictions is consistent with the popular belief stated above. This article is aimed at addressing both the applied concerns and the theoretical debate with evidence from two studies examining the morphological acquisition of French-English bilingual children with SLI as compared to French and English monolinguals with SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10