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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：
10572811
负责人：
Margarita Kaushanskaya
金额：
$ 5万
依托单位：
UNIVERSITY OF WISCONSIN-MADISON
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 2024-03-31
项目状态：
已结题

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.

项目概要/摘要双语是世界大部分地区的常态，甚至在单语很常见的美国也是如此。至少 22% 5 岁以上的人在家说英语以外的语言。然而，我们仍然不了解如何最好地构建语言环境，以便为双语儿童带来最佳的语言结果。在当前的提案中，我们旨在通过研究双语的效果来回答这个基本问题语言能力水平波动的西英双语儿童的单词学习输入。具体的目标 1 是检验双语言输入对新词学习的影响。在这些实验中我们将对比单语言学习（仅英语）与双语言学习（西班牙语和英语）不同类型的双语言输入和不同的单词类型。具体目标 2 是检验以下效果：小说单词合并的双语言输入。在这些实验中，我们将使用眼动追踪来测试是否新学到的新单词与语言内和跨语言的已知单词形成互动动态。具体目标 3 是检验双元条件下语言能力与新词学习之间的关系语言条件。我们将通过招募具有全方位语言能力的双语儿童来实现这一目标 - 从英语和西班牙语的典型技能到两种语言的薄弱技能（即语言障碍）。这该策略将使我们能够将语言能力视为一个连续体，并研究它如何预测新单词的学习并整合目标 1 和 2 下提出的所有实验。我们假设双语对于语言能力较弱的儿童来说，输入可能特别具有挑战性，并且期望这种关系不同类型的双语输入和语言能力和单词学习结果之间的差异会有所不同不同的词类型。最终，我们将能够判断语言能力较弱的孩子是否会更加困难与具有较强语言能力的孩子相比，通过双语输入进行学习，可以产生实用的效果给家长、临床医生和教育工作者的建议。总之，我们的研究结果将具有明确的实用性的后果和深远的理论影响。目前，给养育双语孩子的父母的建议对于有语言障碍的人来说，最佳语言接触是基于直觉而不是可靠的经验证据。目前的提案代表了建立以经验为基础的基础的第一步有关有或没有语言障碍的双语儿童最佳语言输入的指南。在在理论层面上，语码转换的研究一直是双语领域的核心，我们知道很多讨论双语者转换语言的过程。然而，我们对如何切换语言的不同方式会影响孩子的学习能力。通过专注于学习过程本身，拟议的项目可以为语码转换文献贡献重要信息，同时时间揭示了双语言输入如何影响词汇学习。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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：
0
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

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

Language Control and Code-Switching in Bilingual Children With Developmental Language Disorder.

患有发育性语言障碍的双语儿童的语言控制和语码转换。

DOI：
10.1044/2021_jslhr-21-00332
发表时间：
2022
期刊：
Journal of speech, language, and hearing research : JSLHR
影响因子：
0
作者：
Gross,MeganC;Kaushanskaya,Margarita
通讯作者：
Kaushanskaya,Margarita

Is 10 Better than 1? The Effect of Speaker Variability on Children's Cross-situational Word Learning.

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：
0
作者：
Crespo K;Kaushanskaya M
通讯作者：
Kaushanskaya M