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
基本信息
- 批准号:9522288
- 负责人:
- 金额:$ 30.4万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 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:
- 关键词:6 year oldAffectAgeBeliefChildCodeEducational process of instructingEnvironmentExposure toEyeGuidelinesHome environmentIndividualIntuitionLanguageLanguage DevelopmentLearningLightLinguisticsLiteratureMediatingOutcomeParentsPersonsProcessRecommendationSemanticsShapesSolidStructureSystemTeaching MethodTestingTimeUnited StatesWorkbasebilingualismexperimental studyinnovationlanguage impairmentlearning outcomelexicalnovelrecruitskillstheoriesword learning
项目摘要
Project Summary/Abstract
Bilingualism is the norm for much of the world, and even in the United States, where monolingualism is common,
at least 22% of individuals over age 5 speak a language other than English at home. However, we still do not
know how to best structure the language environment to yield optimal language outcomes in bilingual children.
In the current proposal, we aim to answer this fundamental question by examining the effect of dual language
input on word learning in Spanish-English bilingual children with fluctuating levels of language ability. Specific
Aim 1 is to examine the effect of dual language input on novel word learning. In these experiments we will
contrast learning from single-language (English only) vs. dual language exposure (Spanish and English) across
different types of dual-language input and for different word types. Specific Aim 2 is to examine the effect of
dual language input on novel word consolidation. In these experiments, we will use eye-tracking to test whether
newly-learned novel words enter into interactive dynamics with known words within and across languages.
Specific Aim 3 is to examine the relationship between language ability and novel word learning under dual-
language conditions. We will do so by recruiting bilingual children who occupy the full range of language abilities
- from typical skills in both English and Spanish to weak skills in both languages (i.e., language impairment). This
strategy will enable us to treat language ability as a continuum and to examine how it predicts novel word learning
and consolidation across all experiments proposed under Aims 1 and 2. We hypothesize that dual-language
input may be particularly challenging for children with weak language skills, and expect that the relationship
between language ability and word-learning outcomes will vary across different types of dual-language input and
different word types. Ultimately, we will be able to state whether children with weak language skills struggle more
with learning from dual-language input than children with strong language skills, yielding practical
recommendations for parents, clinicians, and educators. Together, our findings will have clear-cut practical
consequences and far-reaching theoretical ramifications. Currently, advice to parents raising bilingual children
with language impairment regarding the optimal language exposure is based on intuition rather than on solid
empirical evidence. The current proposal represents the first step towards establishing empirically-grounded
guidelines regarding optimal language input for bilingual children with and without language impairment. At the
theoretical level, the study of code-switching has been central to the field of bilingualism, and we know a great
deal about the process by which bilinguals switch languages. However, we know very little about how the
different ways of switching languages influence children’s ability to learn. By focusing on the learning process
itself, the proposed project can contribute vital information to the code-switching literature, while at the same
time shedding light on how dual language input may shape lexical learning.
项目总结/文摘
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Margarita Kaushanskaya其他文献
Margarita Kaushanskaya的其他文献
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{{ truncateString('Margarita Kaushanskaya', 18)}}的其他基金
Dual Language Development in Young Children with ASD
自闭症谱系障碍幼儿的双语发展
- 批准号:
10716467 - 财政年份:2023
- 资助金额:
$ 30.4万 - 项目类别:
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:
10359909 - 财政年份:2018
- 资助金额:
$ 30.4万 - 项目类别:
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:
10376223 - 财政年份:2018
- 资助金额:
$ 30.4万 - 项目类别:
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:
10572811 - 财政年份:2018
- 资助金额:
$ 30.4万 - 项目类别:
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 - 财政年份:2018
- 资助金额:
$ 30.4万 - 项目类别:
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:
9889089 - 财政年份:2018
- 资助金额:
$ 30.4万 - 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
- 批准号:
7779263 - 财政年份:2010
- 资助金额:
$ 30.4万 - 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
- 批准号:
8110235 - 财政年份:2010
- 资助金额:
$ 30.4万 - 项目类别:
Word Learning and Word Knowledge in Monolingual and Sequential Bilingual Children
单语和连续双语儿童的单词学习和单词知识
- 批准号:
8209268 - 财政年份:2010
- 资助金额:
$ 30.4万 - 项目类别:
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