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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

基本信息

批准号：
8662743
负责人：
ELIZABETH D PEÑA
金额：
$ 66.48万
依托单位：
UNIVERSITY OF TEXAS AT AUSTIN
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-06-01 至 2017-05-31
项目状态：
已结题

项目摘要

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.

描述(由申请者提供)：2010年健康人计划的一个目标是减少不同人群之间的健康差距。识别语言障碍(SLI)并仔细描述其在学龄期的发展轨迹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和英语双语学校的学生。在确定幼儿双语(西班牙语-英语)儿童语言障碍的标志方面取得了重大进展。出现了一些新的策略和工具来指导识别这一人群中的真实障碍与语言差异(例如，Gutiirz-Clellen，Restrepo和Simon-Cereijido，2006；Gutiirz-Clellen和Simon-Cereijido，2007)。还有更多关于双语儿童从家庭语言过渡到学校语言的变化的细节(Hammer，Lawrence，&Miccio，2008)。一些研究也考察了双语儿童的阅读结果。然而，缺乏系统的纵向研究来考察SLI对双语儿童的影响。说西班牙语的人是美国最大的少数语言群体，他们占学龄有限的说英语人口的79%。在学龄期，孩子们需要迅速从基本的英语会话技能发展到学术语言技能的发展。然而，在第二语言习得的早期阶段，每种语言的表现差异很大，表现为每种语言的流利程度不一致(Bialystok，2001)。所有患有SLI的儿童都有更高的风险，因为他们的教育和语言水平较低。更高的风险至少来自两个主要来源：(1)缺乏英语水平，这限制了他们进入大学的机会；(2)他们的语言障碍，使他们面临其他学习困难的风险。我们建议在三个能力水平(SLI、典型发展中的风险、典型发展中的典型发展)下，考察双语儿童在三个领域(语音/语音、词汇/语义、形态合成)的发展结果。这个项目有两个主要阶段。在第一阶段，我们将重点放在三个年级(学龄前、一年级和三年级)语言障碍的风险作为西班牙语/英语接触和使用模式的函数。在第二阶段，将采用多纵向设计，其中将包括4个重叠的队列，以跨越学龄前到5年级的年龄范围。我们将处理任务与每个领域捆绑在一起，旨在挖掘儿童用经验改变处理过程的能力(即短期学习)。在这里，我们关注有无SLI的双语儿童的学习轨迹。研究结果将为双语儿童的语言内部和语言之间的跨域发展(例如，支持形态句法形式习得的语音技能)之间的联系，以及语言暴露、损伤和生产过程中的变化如何调节发展提供了一个独特的视角。