Learning in Two Languages by Bilingual Children With and Without Language Impairment

有或没有语言障碍的双语儿童学习两种语言

• 批准号: 10286872
• 负责人: Margarita Kaushanskaya
• 金额: $ 1万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-04-16 至 2023-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10286872
• 关键词: Address; Administrative Supplement; Applications Grants; Award; Biological Sciences; Child; Communication; Complex; Disabled Persons; Discipline; Disease; Doctor' s Degree; Documentation; Environment; Funding; Funding Opportunities; Goals; Grant; Health; Language; Language Development Disorders; Learning; Life; Methodology; Neurodevelopmental Disability; Protocols documentation; Research; Science; Statistical Data Interpretation; Structure; Training; Universities; Wisconsin; bilingualism; college; doctoral student; language impairment; language outcome; parent grant; skills; visual tracking; word learning

PROJECT SUMMARY/ABSTRACT This is an administrative supplement request under Funding Opportunity Announcement (FOA) Number PA-20- 222. This supplement is being submitted in order to provide 24 months of funding to Ms. Emily Hansen, who is a Master's/PhD student in Communication Sciences and Disorders at the University of Wisconsin-Madison. Ms. Hansen is an individual with disabilities, and has presented documentation clearly indicating that she has substantial limitations in one or more major life activities. Only 5.8% of all doctorates in biological sciences were awarded in 2014 to individuals with disabilities, and the proposed supplement will enhance diversity in health- related disciplines. The goals of the grant proposal are to train Ms. Hansen on all aspects of our research protocol, thereby expanding her expertise in bilingualism, Developmental Language Disorder, eye-tracking methodology, and complex statistical analyses. In the parent grant (R01 DC016015), we aim to identify how to best structure the language environment to yield optimal language outcomes in bilingual children, especially children with neurodevelopmental disabilities. To answer this fundamental question, we examine the effect of dual language input on word learning in Spanish-English bilingual children with and without developmental language disorder (DLD).

项目概要/摘要 这是根据资助机会公告 (FOA) 编号 PA-20- 提出的行政补充请求 222. 提交本补充材料是为了向 Emily Hansen 女士提供 24 个月的资金，她是 威斯康星大学麦迪逊分校传播科学与疾病硕士/博士生。多发性硬化症。 汉森是一名残疾人，并提供了明确表明她有残疾的文件 一项或多项主要生活活动受到严重限制。仅有 5.8% 的生物科学博士学位获得者 2014 年授予残疾人，拟议的补充将增强健康方面的多样性 相关学科。拨款提案的目标是对汉森女士进行我们研究的各个方面的培训 协议，从而扩展了她在双语、发育性语言障碍、眼球追踪方面的专业知识 方法论和复杂的统计分析。在家长补助金（R01 DC016015）中，我们的目标是确定如何 最好地构建语言环境，以产生双语儿童的最佳语言结果，尤其是 有神经发育障碍的儿童。为了回答这个基本问题，我们研究了 双语言输入对有或没有发育障碍的西英双语儿童单词学习的影响 语言障碍（DLD）。