Posts Tagged child
How nonverbal are nonverbal IQ tasks?
Posted by Elizabeth D. Peña in assessment, bilingual, bilingualism, child bilingualism, child language impairment, culture on December 13, 2021
I think we sometimes ASSUME that nonverbal tasks are nonverbal in the same way. And you know what happens when we assume right?? This is true for IQ tests that test nonverbal abilities. We have to ask what kinds of abilities? How are these tested? How are they elicited? And, how are they observed?
There are different kinds of nonverbal tasks. Sometimes the instructions are given verbally but the response is pointing, manipulating, constructing, or gesturing. Sometimes both instructions and responses are nonverbal. Some IQ tests are fully nonverbal, others have nonverbal subtests. In a paper published a couple of years ago, we were interested in how bilingual children with and without developmental language disorder (DLD) performed on nonverbal tests.Read the rest of this entry »
Stop Telling Parents of Bilingual Children to Use One Language
Posted by Elizabeth D. Peña in bilingual, bilingualism, child bilingualism, child language impairment on September 18, 2018
I keep hearing these stories and it’s infuriating! There’s no evidence that bilingualism is confusing and no evidence that bilingualism makes developmental language disorder worse so stop it! Read the rest of this entry »
Do bilinguals have to be tested in both languages?
Posted by Elizabeth D. Peña in assessment, bilingual, child bilingualism, Uncategorized on January 28, 2018
Yes, no, maybe, it depends. Read the rest of this entry »
Bilingual Research Needs
Posted by Elizabeth D. Peña in assessment, bilingual, bilingualism, child bilingualism, child language impairment, Uncategorized on August 19, 2016
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
Does language and experience matter in NWR?
Posted by Elizabeth D. Peña in between-language, English, nonwords, phonological, Spanish, speech sounds on August 1, 2015
It is well known that different languages have different phonological structures. Some have lots of sounds put together in certain ways, other languages have fewer sounds and these go together perhaps in other ways. Comparing Spanish and English is interesting in the US context because Spanish is the second most common language after English. The majority of English language learners in the US speak Spanish as a first language. Read the rest of this entry »
Normal “Delayed” Bilingual Vocabulary Acquisition
Posted by Elizabeth D. Peña in child bilingualism on May 31, 2014
Bilingual children, whether they’re sequential or simultaneous bilinguals have divided input. In their every day experiences they might do some activities in one language and other activities in the other language. Because of this, they often know some words in their L1 and other words in their L2; some words (but not ALL) they know in both. There are a number of studies that shows this for children at different ages.
Bilingual Education Can Benefit All Students
Posted by Elizabeth D. Peña in child bilingualism, ESL, language impairment on September 13, 2010
This is the title of Alexandra Sabater’s post in the Dallas news opinion blog. She writes eloquently about the benefits of bilingual education from her perspective as a teacher. It got me thinking about beliefs about bilingual education for children who have language impairment.
Kids Recognize Cognates
Posted by Elizabeth D. Peña in child bilingualism, ESL, research, vocabulary on April 27, 2010
We have a new article published in Early Childhood Services called, Cognates Facilitate Word Recognition in Young Spanish-English Bilinguals’ Test Performance (Perez, Peña, & Bedore, 2010). This is part of a study funded by the NIH called Diagnostic Markers of Language Impairment. In this study, we’re trying to identify the combination of markers that best identify bilingual children who have language impairment. One of the tests that we use in the study is the TOLD-P:3. Early in the study Anita Perez noticed that children who were Spanish dominant seemed to do well on cognate items on the receptive vocabulary subtest of the TOLD which is given only in English. We decided to explore this question further by giving the next group of kids participating on the project all the items from that subtest. That way we could have item data of the same set of items for a group of kiddos. Read the rest of this entry »
Does bilingual education REALLY cost more?
Posted by Elizabeth D. Peña in in the news on March 28, 2010
I’m doubtful. What can I say. But, every time I turn around it seems that yet another school district is cutting bilingual education. For me, it doesn’t add up. The most recent story I saw is one in Florida where Orange County Schools will cut programs for more than 1,000 children. Officials are said to have cited class size and time allowed for special language programs.