A5024185416- Language Development and Disorders
- Reading and Literacy Development
- Multilingual Education and Policy
- Neurobiology of Language and Bilingualism
- Linguistic Variation and Morphology
- Language, Discourse, Communication Strategies
- Second Language Learning and Teaching
- EFL/ESL Teaching and Learning
- Stuttering Research and Treatment
- Second Language Acquisition and Learning
- Racial and Ethnic Identity Research
- Gender Studies in Language
- Linguistics, Language Diversity, and Identity
- Jewish and Middle Eastern Studies
- Psychology of Moral and Emotional Judgment
- Educational and Psychological Assessments
- Language, Metaphor, and Cognition
- Medieval and Classical Philosophy
- Educational Strategies and Epistemologies
- Discourse Analysis in Language Studies
- African history and culture analysis
- Genetics and Neurodevelopmental Disorders
- Hearing Impairment and Communication
- Psychological and Educational Research Studies
- Library Science and Information
Bar-Ilan University
2016-2025
Google (United States)
2024
Stellenbosch University
2019
Cognitive Neuroimaging Lab
2019
Hadassah Academic College
2018
Tilburg University
1999
University of Illinois Urbana-Champaign
1979
Boston University
1978
The Multilingual Assessment Instrument for Narratives (MAIN) was designed in order to assess narrative skills children who acquire one or more languages from birth early age. MAIN is suitable 3 10 years and evaluates both comprehension production of narratives. Its design allows the assessment several same child, as well different elicitation modes: Model Story, Retelling, Telling. contains four parallel stories, each with a carefully six-picture sequence. stories are controlled cognitive...
ABSTRACT Children's bilingual status is important because the interest here in narrative performance both languages of children, particular within-subject, cross language comparisons. As Paradis (2010) has argued, there are some structures where differences will point to a temporary lack opportunity for mastery, whereas other be markers underlying difficulties. We expect discriminators specific, depending on attested vulnerabilities each involved. Narratives were examined macrostructure...
Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. impairment), story content (Jungle Book/Goldilocks) (English/Hebrew) differences a range discourse (story grammar categories), lexical (e.g., words, word types), morphosyntactic verb inflections, prepositions) bilingual (code-switching) measures. It...
This paper evaluates the contribution of external background factors which pertain to child’s environment (e.g., parents’ education, occupation, family size, etc.), and internal ones reflect time related experience with language chronological age, age L2 onset, etc.) development linguistic skills in two languages bilingual children. 65 Russian-German (Mean age: 66mo, Range: 47-86mo) 78 Russian-Israeli migrant children 70mo, 58-81) comparable mean length exposure (M=37mo) size (1.88 children)...
The Multilingual Assessment Instrument for Narratives (MAIN) is part of LITMUS (Language Impairment Testing in Settings). a battery tests that have been developed connection with the COST Action IS0804 Language Society: Linguistic Patterns and Road to (2009-2013).
The relationship between family language policy (FLP) and choice, use, proficiency in Russian Hebrew, codeswitching (CS) linguistic performance was studied Russian-speaking immigrant parents their Russian–Hebrew bilingual preschool children. By means of Glaser's Grounded Theory, the content sociolinguistic interviews with 65 classified to form families strict-Russian, mild-Russian pro-bilingual policies. Preschool children (M = 6; 0) from these were asked respond questions about Hebrew CS on...
The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) both languages (L1 Russian L2 Hebrew) using sentence repetition (SRep) tasks a fundamental aim to disentangle the abilities of typical development (biTLD) from those SLI (biSLI). Four groups participated ( N=85) study: 45 L1 Russian–L2 Hebrew bilinguals (30 biTLD 15 biSLI), 20 monolingual Russian-speaking Hebrew-speaking...
The number of bilingual children is growing dramatically all over the world. In 2010 International Organization Migration documented 214 million migrants worldwide, many (Koser & Laczko, 2010). One challenges arising from rapid increase scientifically grounded assessment linguistic proficiency in both a child's languages various language domains. Assessment especially important to avoid misdiagnosis impairment. Specific impairment (SLI) among most prevalent impairments, estimated affect...
Abstract This study examines cross-linguistic influence of L1 on L2 and the extent to which age onset (L2 AoO) is linked acquisition morpho-syntactic properties in both languages bilingual children who acquire L1-Russian as a heritage language L2-Hebrew majority language. Our investigation L1-L2 focuses features, whose configurations vary Russian Hebrew. Definiteness realized Hebrew (but not Russian), aspect selected Hebrew), [ACC] case mapping different across two languages); finally,...
<title>Abstract</title> This study investigates children’s narrative skills, using the Multilingual Assessment Instrument for Narratives (MAIN), a theory-based tool adapted to 100 languages. How do overall including use of factual and inferred components, development complete episodes, differ across languages between monolinguals bilinguals? To answer this, we examined 2608 comparable fictional narratives 1189 monolingual bilingual children aged 3-13 years, speaking 33 Children told or...
Abstract Changes in narrative skills among Russian-Hebrew bilingual preschoolers with and without developmental language disorder (DLD) were examined following Bilingual Narrative Intervention. Eight children DLD nine typically developing participated two six-session intervention blocks, first the home HL/Russian then societal SL/Hebrew. Intervention sessions involved retelling single-episode stories accompanied by icons/gestures, repetition, peer interaction. assessed at four-time points....
This paper reports on recent work in the acquisition of pragmatic competence a second language. It centers speech act requesting and semantic strategies for conveying that act. First, contrastive analysis Spanish English is undertaken to show basically same are available both languages. The goes describe an experiment which native speakers each language were asked judge relative politeness strategy. concludes with examination frequency use various requests among population bilingual...
The current study examined within- and cross-language connectivity in four priming conditions: repetition, translation, within-language semantic priming. Unbalanced Hebrew–English bilinguals (N = 89) completed a lexical decision task one of the conditions both languages. Priming effects were significantly larger from L1 to L2 for translation marginally so comparable repetition These results support notion that words are more effective primes but also targets benefit This pattern suggests...
The present work is a preliminary attempt to examine whether the theory of information integration applicable as aframework for study moral judgment by incarcerated offenders who underwent formal psychotherapy in prison (psychotherapeutic background). hypothesis, derived from theory, was that would be based on more than single source information. This hypothesis tested against an alternative, unidimensional prediction object relations. Nineteen subjects, 14 them hospitalized psychiatric ward...
Bilingual language development is different from monolingual development. The lack of appropriate assessment tools geared to the bilingual population has led inaccurate over-diagnosis children with typical (TLD) as Developmental Language Disorder (DLD) and under-diagnosis DLD. present paper addresses this challenge by focusing on Hebrew a second (L2) preschool whose first (L1) either English or Russian, taking into consideration both chronological age (CA) onset bilingualism (AOB). This...
Abstract Mountain Jews (MJs), native of the eastern Caucasus, mass immigrated in 1990s to Israel and US. MJs brought with them two heritage languages (HLs): Russian, language wider communication former Soviet Union, Juhuri, their traditional home language. The present study explores effects HL attitudes on proficiency among 146 Israeli 138 American differing age ( M = 35.42) education level. A questionnaire based a triadic attitude model comprised Affective, Behavioral, Cognitive items was...
The present study investigated oral personal narratives elicited from Arabic speaking adolescents with and without hearing loss. Analyses focused on macrostructure, microstructure, Modern Standard (MSA). For were examined for structural components (abstract, orientation, complication, evaluation, resolution, coda) narrative patterns: classic (a high point followed by a resolution), ending, chronological, leap frogging (jumps one event to another). Microstructure included morpho-syntactic...