Cross-Language Outcomes of Bilingual Experience in Typical and Atypical Developme

典型和非典型发展中双语经验的跨语言结果

• 批准号: 8029542
• 负责人: ELIZABETH D PEÑA
• 金额: $ 70.15万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2015-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8029542
• 关键词: Accounting; Address; Adult; Affect; Age; Age-Years; Area; Behavioral; Child; Child Language; Child Support; Data; Development; Emotional; Exposure to; Goals; Growth; Healthy People 2010; Home environment; Impairment; Knowledge; Language; Language Development; Language Tests; Learning; Linguistics; Link; Longitudinal Studies; Minority; Neurologic; Nursery Schools; Outcome; Output; Pattern; Performance; Phase; Phenotype; Population; Process; Production; Reading; Research; Retrieval; Risk; School-Age Population; Schools; Screening procedure; Semantics; Sensory; Source; Speech; Time; United States; Variant; Vocabulary; bilingualism; cohort; design; experience; first grade; health disparity; high risk; insight; instrument; interest; knowledge base; language processing; lexical; longitudinal design; peer; phonology; programs; public health relevance; skills; specific language impairment; theories

DESCRIPTION (provided by applicant): One goal of the Healthy People 2010 program is to reduce health disparities across different segments of the population. Identification of language impairment (SLI) and careful description of its trajectory during the school-age years is one area where disparities continue to exist. One population that is currently understudied is the Spanish-English bilingual school population. Significant strides have been made in the identification of markers of language impairment in young bilingual (Spanish-English) children. There are emerging strategies and instruments that guide identification of true impairment vs. language differences in this population (e.g., Gutiirrez-Clellen, Restrepo, & Simon-Cereijido, 2006; Gutiirrez-Clellen & Simon-Cereijido, 2007). There is also more detail about the kinds of language changes that bilingual children make in their two languages as they transition from the home to the school language (Hammer, Lawrence, & Miccio, 2008). A number of studies examine reading outcomes in bilingual children as well. However, there is a lack of systematic longitudinal studies examining the consequences of SLI in bilingual children. Spanish speakers are the largest language minority in the US and they make up 79 percent of the school age limited English speaking population. During the school age years children need to move quickly from basic conversational skills in English to development of academic language skills. Yet, during the early second language acquisition, performance in each language is highly variable, demonstrated by inconsistent levels of fluency across each language (Bialystok, 2001). ELL children with SLI are at higher risk for low educational and linguistic outcomes. The higher risk comes from at least two major sources: (1) lack of English proficiency that limits academic access; and (2) their language impairment that puts them at-risk for other academic difficulties. We propose to examine developmental outcomes in three domains (phonology/phonotactics, vocabulary/semantics, morphosyntax) in bilingual children at three ability levels (SLI, typical developing-at risk, typically developing). This project has two main phases. In phase 1 we focus on risk for language impairment as a function of Spanish/English exposure and use patterns across three grades (preschool, first grade, and third). In phase 2 a multiple longitudinal design will be employed that will include 4 overlapping cohorts to span the preschool through 5th grade age range. We incorporate processing tasks tied to each domain designed to tap into children's ability to alter processing with experience (i.e., short term learning). Here, we focus on learning trajectories for bilingual children with and without SLI. The results will provide a unique perspective on the linking of development across domains (e.g., phonological skills supporting acquisition of morphosyntactic forms), within and across a bilingual child's languages, as well as how development is modulated by language exposure, impairment, and variations in production processes. PUBLIC HEALTH RELEVANCE: One goal of the Healthy People 2010 program is to reduce health disparities across different segments of the population. Identification of language impairment (SLI) and careful description of its trajectory during the school-age years is one area where disparities continue to exist. One large population that is currently understudied is the Spanish-English bilingual school population. We propose to study bilingual children with and without language impairment in order to reduce health disparities. Understanding the relationships among phonology, semantics, and morphosyntax will provide insights about possible supports these children need for making gains in their two languages. Documenting changes in language processing over time in both languages will contribute to the scientific knowledge base about expected trajectories.

描述（由申请人提供）：2010年健康人计划的一个目标是减少不同人群的健康差距。在学龄期间，语言障碍的识别和对其发展轨迹的仔细描述是继续存在差异的一个领域。目前研究不足的一个群体是西班牙语-英语双语学校人口。在确定双语（西班牙语-英语）儿童语言障碍的标志方面取得了重大进展。有一些新兴的策略和工具可以指导识别这一人群中的真正障碍与语言差异（例如，Gutiirrez-Clellen，Restrepo，& Simon-Cerejido，2006; Gutiirrez-Clellen & Simon-Cerejido，2007）.还有更多关于双语儿童在从家庭语言过渡到学校语言时在两种语言中所做的语言变化的细节（Hammer，Lawrence和Miccio，2008）。许多研究也调查了双语儿童的阅读结果。然而，目前还缺乏系统的纵向研究，探讨双语儿童SLI的后果。西班牙语使用者是美国最大的语言少数民族，他们占学龄限制英语人口的79%。在学龄期间，孩子们需要快速地从基本的英语会话技能发展到学术语言技能。然而，在第二语言习得的早期，每种语言的表现是高度可变的，表现为每种语言的流利程度不一致（Bialystok，2001）。患有SLI的ELL儿童的教育和语言结果较低的风险较高。较高的风险至少来自两个主要来源：（1）缺乏英语能力，限制了学术机会;（2）他们的语言障碍，使他们面临其他学术困难的风险。我们建议在三个能力水平（SLI，典型的发展风险，通常发展）的双语儿童在三个领域（语音/音位，词汇/语义，形态句法）的发展成果。该项目有两个主要阶段。在第一阶段，我们专注于语言障碍的风险，作为西班牙语/英语暴露和使用模式在三个年级（学前班，一年级和三年级）的函数。在第2阶段，将采用多重纵向设计，包括4个重叠队列，涵盖学龄前至5年级的年龄范围。我们将与每个领域相关的处理任务结合起来，旨在挖掘儿童改变经验处理的能力（即，短期学习）。在这里，我们专注于学习轨迹的双语儿童和没有SLI。研究结果将提供一个独特的视角，说明如何将各领域的发展联系起来（例如，这些研究包括：如何在双语儿童的语言内部和跨双语儿童的语言学习中，学习语音技能（支持形态句法形式习得的语音技能），以及语言暴露、语言损伤和产生过程的变化如何调节发展。 公共卫生相关性：2010年健康人民计划的一个目标是减少不同人群的健康差距。在学龄期间，语言障碍的识别和对其发展轨迹的仔细描述是继续存在差异的一个领域。目前研究不足的一个大群体是西班牙语-英语双语学校人口。我们建议研究有语言障碍和没有语言障碍的双语儿童，以减少健康差距。了解语音，语义和形态句法之间的关系将提供有关可能的支持，这些孩子需要在他们的两种语言的收益的见解。记录两种语言中语言处理随时间的变化将有助于建立关于预期轨迹的科学知识库。