Differentiating First Language Loss from Language Impairment in Bilingual Children

摘要 这项研究计划旨在提高我们目前对语言障碍识别的认识 双语儿童的语言发展和认知/处理模式的差异 经历第一语言损失的双语儿童与语言障碍儿童之间的技能 回顾性和前瞻性纵向方法。西班牙裔的孩子们 在特殊教育计划中代表性不足，并且比其他儿童更不可能被确定为 有言语和语言障碍。这可能是由于在这方面遇到的困难， 语言病理学家在确定语言表现的变化是否构成语言 典型的双语学习的障碍或特征。识别语言的主要挑战 讲西班牙语的儿童的障碍在于我们对他们的语言发展模式的了解有限 因为这些儿童中大多数在接触和使用主要语言方面经历了急剧的转变， (home英语（学校语言）。这种语言接触的转变往往会导致暂时的 一段时间，他们的西班牙语技能不再发展，他们的英语技能也没有完全发展。 然而，由于投入的限制，而不是学习能力的限制，这给我们的生活带来了一个关键问题。 准确识别这一人群中的语言障碍，因为这两个典型的发展双语 经历第一语言丧失的儿童（即，由于输入的限制，他们的第一语言技能下降） 有语言障碍的双语儿童在两种语言中的语法能力都很低。势在必行 检查这两组儿童之间的差异，以便早期和准确的识别， 可能PI在双语儿童的语言发展和评估方面有很强的背景， 缺乏进行前瞻性和回顾性纵向研究所需的方法学技能， 背景知识，以充分理解认知/处理技能在语言习得中的作用。 本培训计划的学习目标如下：1.设计和执行回顾性研究 区分经历第一语言损失和双语儿童之间的语言增长模式 使用现有纵向数据库的语言障碍儿童（导师：弗朗西斯）; 2.开发一个 深刻理解认知/处理机制及其在语言习得中的作用（导师： 埃尔南德斯）; 3.设计并执行一项创新的前瞻性研究，以区分语言模式 第一语言丧失儿童与双语儿童之间的生长和认知/处理技能 使用临床样本的语言障碍患者（导师：弗朗西斯和Lesaux）;以及，4.过渡到 科学独立（导师：弗莱彻和弗朗西斯）。这项研究将提高语言的准确性 通过区分第一语言损失的模式， 语言障碍

Abstract This research proposal seeks to advance our current knowledge on the identification of language impairments in bilingual children by examining the differences in patterns of language growth and cognitive/processing skills between bilingual children experiencing first language loss and those with language disorders using retrospective and prospective longitudinal approaches. Hispanic children are disproportionally underrepresented in special education programs and are less likely than other children to be identified as having speech and language impairments. This disproportionality might be due to the difficulty experienced by speech-language pathologists in identifying whether variations in language performance constitute a language disorder or a characteristic of typical bilingual learning. The main challenge in identifying language impairments in Spanish-speaking children lies in our limited understanding of their language growth patterns since most of these children experience a drastic shift in primary language exposure and use from Spanish (home language) to English (school language). This shift in language exposure often results in a temporary period of time in which their Spanish skills are no longer developing and their English skills are not fully developed yet, due to limitations in input rather than learning capabilities. This poses a critical problem for the accurate identification of language disorders in this population because both typically developing bilingual children experiencing first language loss (i.e., a decline in their first language skills due to limitations in input) and bilingual children with language disorders show low grammatical skills in both languages. It is imperative to examine the differences between these two groups of children so that early and accurate identification is possible. The PI has a strong background in language development and assessment in bilingual children, but lacks the necessary methodological skill set to conduct prospective and retrospective longitudinal studies, and the background knowledge to fully understand the role of cognitive/processing skills in language acquisition. The proposed training plan has the following learning objectives: 1. Design and execute retrospective studies to differentiate patterns of language growth between children experiencing first language loss and bilingual children with language impairments using existent longitudinal databases (Mentor: Francis); 2. Develop a strong understanding of cognitive/processing mechanisms and their role in language acquisition (Mentor: Hernandez); 3. Design and execute an innovative prospective study to differentiate patterns of language growth and cognitive/processing skills between children experiencing first language loss and bilingual children with language impairments using clinical samples (mentors: Francis and Lesaux); and, 4. Transition to scientific independence (Mentors: Fletcher and Francis). This study will improve the accuracy of language assessment practices for Spanish-speaking children by differentiating patterns of first language loss from language impairments.