Archive for August, 2016

Bilingual Research Needs

I’m at the airport in Washington DC after participating in a workshop at tha NIH on dual language learners. We talked about the state of the art. What’s cool is that there has been so much progress. We know that bilingualism isn’t bad for you and that in fact it could be good for you. We have better ideas about how to diagnose bilinguals with language impairment. At least in some languages. We know about what works for Spanish and English. We have emerging data for Mandarin-English and Vietnamese-English as well as other language pairs. We have an emerging picture about bilingual development in two languages. 

But, there’s still a lot we don’t know. We don’t fully understand how changes in the linguistic environment affect child performance on language measures. We still don’t have a God handle in intervention for bilinguals with langquge impairment.  Do we treat in one language or both? Do we use translanguaging approaches?  

I don’t think we fully understand how bilingualism affects the brain. Nor do we know how the environment shapes the brains of children with language impairment.

We heard about reading disorder and mechanisms associated with dyslexia. Children can and do learn to read in two languages but we don’t really understand how those languages interact and how languages that have different writing systems interact in the bilingual brain. 

Even though we’ve made progress in identification of impairment we don’t do such a great job across languages and at all ages. 

So we know a lot we have a ways to go 

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Easy and Hard Sounds

We have a new paper looking at the relationship between children’s dual-language exposure and age of English acquisition on production of early- middle- and late-acquired sounds. Previous work by Leah Fabiano-Smith & Brian Goldstein shows that children are most accurate on early developing sounds compared to later developing sounds. Further, bilinguals show the same pattern although they may be a little less accurate as a group compared to monolingual English and monolingual Spanish peers. In the current study, we wanted to explore the influence of children’s experience in Spanish and English and how this experience might influence sound production. We were also interested in how parent and teacher ratings lined up with children’s production accuracy given their level of experience in each language. Read the rest of this entry »

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