This study was designed to investigate the development of third‐person singular (3SG) – s in children who learn English as a second language (L2). Adopting usage‐based perspective on learning inflection, we analyzed spontaneous speech samples collected from 15 L2 were followed over 2‐year period. Assessing contribution wide range predictors, show that word frequency, allomorph, lexicon size, inflectional properties first (L1), and months exposure all have impact children's use 3SG obligatory...

In this study, the authors sought to determine whether a combination of English-language measures and parent questionnaire on first-language development could adequately discriminate between learners (ELLs) with without language impairment (LI) when children had diverse backgrounds.Participants were 152 typically developing (TD) 26 LI; groups matched for age (M = 5;10 [years;months]) exposure English 21 months). Children given standardized tests nonword repetition, tense morphology,...

ABSTRACT The goal of this study was to determine (a) the similarities and dissimilarities between child L2 L1 acquisition complex sentences (b) individual difference factors predicting children's sentences. We analyzed language samples from 187 English children with diverse L1s (Age mean = 5;10 [years;months]; exposure 17 months). Children used various types at all levels exposure, including relative clauses, which are late-acquired by learners. Mixed logistic regression modeling revealed...

Aims: In monolingual situations, mothers with higher levels of education are more likely to provide their children enriched linguistic input. However, in bilingual the relationship between maternal and input is complex because may have occurred one, but not both, languages. This study details this complexity by examining a group learning English as second language (L2). Method: Participants were 89 immigrant/refugee children, living Canada diverse first languages (L1s). They completed...

Abstract Previous research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of older siblings with mothers. Participants were 113 child learners English (mean age = 5;10 [range 4;10–7;2]; mean exposure to school 16.7 months 2–48 months]). All had least one sibling. Using hierarchical linear...

Purpose This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, vocabulary size, length exposure to English, and first-language (L1) phonology. Method Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose began average at 4;4. Children spoke either a Chinese or South Asian as an L1 given standardized tests for NWR receptive vocabulary. Results Although majority scored...

ABSTRACT The reading wars were fought over the importance of sentence‐ versus word‐level information to students’ reading. As field considers new debates on science reading, we argue here that sustained empirical inquiry into role sentence‐level in skill is needed. These investigations could be particularly useful identifying ways support comprehension. In this article, review theories pointing possibility, as well key pieces available evidence. We also identify crucial gaps knowledge, must...

The sentences in texts are far more complex and diverse than those that children commonly encounter oral language.This raises interesting questions as to whether the understanding of some sentence types might be important others children's reading comprehension.Accordingly, we examined relation between comprehension their two sentences: one label basic sentences, which common both written language, other difficult restricted language.One hundred four English-speaking students (mean age =...

Over-identification of language disorder among bilingual children with typical development (TD) is a risk factor in assessment. One strategy for improving assessment accuracy to determine which linguistic sub-domains differentiate TD from developmental (DLD). To date, little research on sequential bilinguals and DLD has focussed complex (multi-clausal) sentences naturalistic production, even though this noted domain weakness school-age monolinguals DLD. Accordingly, we sought if there were...

This study focuses on English onset cluster production in spontaneous speech samples of 10 children aged 5;04–6;09 from Chinese and Hindi/Punjabi first language (L1) backgrounds, each with less than a year exposure to English. The results suggest commonalities between early second (L2) learners both monolingual adult L2 the location repair sometimes-exceptional treatment s+stop clusters. We also provide evidence that accuracy rates repairs used show L1 influences. conclude represent unique...

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion Canada. A frequent question is the extent to which they develop academic abilities English. Accordingly, this study asks: (a) Do similar percentage of minority-L1 meet provincial standards for achievement when tested English attend immersion compared instruction? (b) What are outcomes with relatively low proficiency? (c) factors contribute L1-students’ evaluated...

Abstract This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores all Grade 3 SEN participating over three-year period ( n = 705) who attended either EFI or English programs; standardized language reading small subset 20); interviews parents 4 9). Results revealed lower participation but higher academic...

Abstract This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., other than official languages Canada, English and French) have special education needs (SEN), in two educational programs that differed instruction: instruction (ELoI), Early French Immersion (EFI). The proportion ( n = 131) meeting provincial standard reading, writing, mathematics effect gender, place birth, socio-economic status, proficiency level, program were analyzed....

Nous pensons que l’argument de Kolinsky et Morais a profondes implications pour la recherche sur le développement, les études psycholinguistiques conduites avec des adultes pratique clinique. Dans ce commentaire, nous soulignons spécifiques chacun ces domaines. Plus précisément, nécessité prendre en compte influences bidirectionnelles entre développement du langage oral l’alphabétisation. fait participants recherches ont tendance à ne représenter couches plus alphabétisées société, qui...