课题基金 / 基金详情

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

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
负责人:
Margarita Kaushanskaya
金额:
$5.0万
依托单位国家:
美国
项目类别:
财政年份:
2018
资助国家:
美国
项目状态:
已结题
起止时间:
2018-04-16 至 2024-03-31

项目摘要

项目成果

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中文摘要
翻译
项目总结/文摘
英文摘要
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.
期刊论文(9)
专著(0)
科研奖励(0)
会议论文
The role of bilingualism in paired-associate and cross-situational word learning.
双语在配对联想和跨情境单词学习中的作用。
DOI: 10.1017/s1366728923000524
发表时间: 2024
期刊: Bilingualism (Cambridge, England)
影响因子: --
作者: [Neveu,Anne, Kaushanskaya,Margarita]
通讯作者: Kaushanskaya,Margarita
Paired-associate versus cross-situational: How do verbal working memory and word familiarity affect word learning?
配对联想与跨情境:言语工作记忆和单词熟悉度如何影响单词学习?
DOI: 10.3758/s13421-023-01421-7
发表时间: 2023
期刊: Memory & cognition
影响因子: 2.4
作者: [Neveu,Anne, Kaushanskaya,Margarita]
通讯作者: Kaushanskaya,Margarita
DOI: 10.1080/15475441.2021.1906680
发表时间: 2021
期刊: Language learning and development : the official journal of the Society for Language Development
影响因子: --
作者: [Crespo K, Kaushanskaya M]
通讯作者: Kaushanskaya M
One fish, uh, two fish: Effects of fluency and bilingualism on adults' novel word learning.
一条鱼,呃,两条鱼:流利性和双语能力对成人新词学习的影响。
DOI: 10.3758/s13423-022-02189-8
发表时间: 2023
期刊: Psychonomic bulletin & review
影响因子: 3.5
作者: [Libersky,Emma, Neveu,Anne, Kaushanskaya,Margarita]
通讯作者: Kaushanskaya,Margarita
6
    Dual Language Development in Young Children with ASD
    • 批准号:
      10716467
    • 项目类别:
    • 资助金额:
      $59.25万
    • 财政年份:
      2023
    • 负责人:
      Margarita Kaushanskaya
    • 依托单位:
    Talking Late in Two Languages
    • 批准号:
      10655025
    • 项目类别:
    • 资助金额:
      $46.62万
    • 财政年份:
      2023
    • 负责人:
      Margarita Kaushanskaya
    • 依托单位:
    Learning in Two Languages by Bilingual Children With and Without Language Impairment
    • 批准号:
      10359909
    • 项目类别:
    • 资助金额:
      $5.99万
    • 财政年份:
      2018
    • 负责人:
      Margarita Kaushanskaya
    • 依托单位:
    Learning in Two Languages by Bilingual Children With and Without Language Impairment
    • 批准号:
      9522288
    • 项目类别:
    • 资助金额:
      $30.4万
    • 财政年份:
      2018
    • 负责人:
      Margarita Kaushanskaya
    • 依托单位:
    海外基金