Relationships between Lexical and Phonological Development: A Look at Bilingual Children--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"

Autor/in	Kehoe, Margaret
Titel	Relationships between Lexical and Phonological Development: A Look at Bilingual Children--A Commentary on Stoel-Gammon's "Relationships between Lexical and Phonological Development in Young Children"
Quelle	In: Journal of Child Language, 38 (2011) 1, S.75-81 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000910000474
Schlagwörter	Stellungnahme; Phonology; North American English; Language Acquisition; Bilingualism; Vocabulary Development; Child Language; Psycholinguistics; Correlation; Contrastive Linguistics; Young Children; Language Research + Suchen Sie Ihr Suchwort? Fonologie; Amerikanisches Englisch; Sprachaneignung; Spracherwerb; Bilingualismus; Wortschatzarbeit; 'Children''s language'; Kindersprache; Psycholinguistik; Korrelation; Linguistics; Kontrastive Linguistik; Frühe Kindheit; Sprachforschung
Abstract	Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both prelinguistic and early meaningful speech is examined. Stoel-Gammon organizes her review of child-centred studies around a series of postulates that capture the associations between lexical and phonological development and here she focuses primarily on normally developing children acquiring American English. My intention is not to question these postulates, which are based on established research findings, but to extend them beyond the limits of her review. In my commentary, I would like to explore the application of some of the stated postulates of the early meaningful speech period in children acquiring two or more languages. In so doing, I add a cross-linguistic dimension to the discussion; a dimension that Stoel-Gammon would like to see pursued in future research on this topic. I also expand our understanding of lexical-phonological relationships by considering the potential for interaction in multiple lexical-phonological relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10