Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- 3 Genetic Studies of Language Disorders
- 4 Hearing and Language
- 5 Co-occurrence between Language Disorders and Common Conditions in Childhood
- 6 Language and Cognition
- 7 Growing Up in Multilingual Communities
- 8 Parent–Child Interaction and Its Impact on Language Development
- 9 Cognitive Competencies and Signals of Risk
- 10 Creating Equitable Opportunities for Language and Literacy Development in Childhood and Adolescence
- Part Two Continuity and Change
- Part Three Impact, Intervention and Equity
- Index
- References
7 - Growing Up in Multilingual Communities
from Part One - Factors Influencing Language Development
Published online by Cambridge University Press: 11 August 2022
Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- 3 Genetic Studies of Language Disorders
- 4 Hearing and Language
- 5 Co-occurrence between Language Disorders and Common Conditions in Childhood
- 6 Language and Cognition
- 7 Growing Up in Multilingual Communities
- 8 Parent–Child Interaction and Its Impact on Language Development
- 9 Cognitive Competencies and Signals of Risk
- 10 Creating Equitable Opportunities for Language and Literacy Development in Childhood and Adolescence
- Part Two Continuity and Change
- Part Three Impact, Intervention and Equity
- Index
- References
Summary
At the global level, many children learn language in bilingual or multilingual environments. They may hear and use one language at home and another at school and in the community. Some children learn more than one language in their home if the family uses more than one language in every day interactions. There is significant variability with respect to what language(s) children learn, when they learn each language, and in what context(s) each language is used. Children may hear and use different languages in the home, school and community. Developmental language disorder (DLD) affects approximately 10 per cent of the child population, including children with exposure to more than one language. A diagnosis of DLD in multilingual children should consider all languages a child hears and uses. Language learning is difficult for children with DLD and manifests across all their languages. Bilingual and multilingual children typically use forms that show the mutual influence of their languages. These influences are not indicators of DLD. Despite having difficulty with language learning, bilingual and multilingual children are not more likely to have DLD (though they may be at risk for misdiagnosis). Language intervention approaches for multilingual children with DLD should involve all their languages.
Keywords
- Type
- Chapter
- Information
- Language DevelopmentIndividual Differences in a Social Context, pp. 144 - 165Publisher: Cambridge University PressPrint publication year: 2022
References
American Speech-Language-Hearing Association. (2010). Schools Survey report: SLP caseload characteristics trends 1995–2010. www.asha.orgGoogle Scholar
Anaya, J. B., Peña, E. D., & Bedore, L. M. (2018). Conceptual scoring and classification accuracy of vocabulary testing in bilingual children. Language, Speech, and Hearing Services in Schools, 49(1), 85–97. doi:10.1044/2017_LSHSS-16-0081CrossRefGoogle ScholarPubMed
Au, T. K., Knightly, L. M., Jun, S.-A., & Oh, J. S. (2002). Overhearing a language during childhood. Psychological Science, 13(3), 238–243. doi:10.1111/1467-9280.00444Google Scholar
Baron, A., Bedore, L. M., Peña, E. D., Lovgren, S., Lopez, A., & Villagran, E. (2018). Developmental patterns of Spanish grammar in Spanish-English bilingual children. American Journal of Speech-Language Pathology, 27(3), 975–987.CrossRefGoogle Scholar
Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1) 1–29. doi:10.2167/beb392.0Google Scholar
Bedore, L. M., Peña, E. D., Anaya, J. B., Nieto, R., Lugo-Neris, M. J., & Baron, A. (2018). Understanding disorder within variation: Production of English grammatical forms by English language learners. Language, Speech, and Hearing Services in Schools, 49(2), 277–291. doi:10.1044/2017_LSHSS-17-0027Google Scholar
Bedore, L. M., Peña, E. D., Griffin, Z. M., & Hixon, J. G. (2016). Effects of age of English exposure, current input/output, and grade on bilingual language performance. Journal of Child Language, 43(3), 687–706. doi:10.1017/S0305000915000811Google Scholar
Bedore, L. M., Peña, E. D., Summers, C. L., Boerger, K., Greene, K., Resendiz, M., & Gillam, R. B. (2012). The measure matters: Language dominance profiles across measures in Spanish-English bilingual prekindergarten students. Bilingualism: Language and Cognition, 15(3), 616–629.Google Scholar
Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics, 39(3–4), 129–181. doi:10.1515/tl-2013-0009CrossRefGoogle Scholar
Bialystok, E. (2016). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 1–14. doi:10.1080/13670050.2016.1203859Google Scholar
Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73. doi:10.1016/j.cognition.2011.08.003CrossRefGoogle ScholarPubMed
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112(3), 494–500. doi:10.1016/j.cognition.2009.06.014Google Scholar
Birdsong, D. (2014). Dominance and age in bilingualism. Applied Linguistics, 35(4), 374–392. doi:10.1093/applin/amu031Google Scholar
Blake, R. (1983). Mood selection among Spanish-speaking children, ages 4 to 12. Bilingual Review/La Revista Bilingüe, 10(1), 21–32.Google Scholar
Bland-Stewart, L. M., & Fitzgerald, S. M. (2001). Use of Brown’s 14 grammatical morphemes by bilingual Hispanic preschoolers: A pilot study. Communication Disorders Quarterly, 22(4), 171–186.Google Scholar
Block, N., & Vidaurre, L. (2019). Comparing attitudes of first-grade dual language immersion versus mainstream English students. Bilingual Research Journal, 42(2), 129–149. doi:10.1080/15235882.2019.1604452Google Scholar
Blom, E., Boerma, T., Bosma, E., Cornips, L., & Everaert, E. (2017). Cognitive advantages of bilingual children in different sociolinguistic contexts. Frontiers in Psychology, 8, 552. doi:10.3389/fpsyg.2017.00552Google Scholar
Bowles, M. A., & Torres, J. (2022). Instructed heritage language acquisition. In Polinsky, M. & Montrul, S. (Eds.), The Cambridge handbook of heritage languages and linguistics (pp. 826–850). Cambridge: Cambridge University Press.Google Scholar
Collins, B. A., O’Connor, E. E., Suárez-Orozco, C., Nieto-Castañon, A., & Toppelberg, C. O. (2014). Dual language profiles of Latino children of immigrants: Stability and change over the early school years. Applied Psycholinguistics, 35(3), 581–620. doi:10.1017/S0142716412000513Google Scholar
Cuza, A. (2016). The status of interrogative subject–verb inversion in Spanish-English bilingual children. Lingua. International Review of General Linguistics. Revue internationale de linguistique generale, 180, 124–138. doi:10.1016/j.lingua.2016.04.007Google Scholar
Cycyk, L. M., & Hammer, C. S. (2018). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly, 52, 25–37. doi:10.1016/j.ecresq.2018.09.009Google Scholar
Davison, M. D., & Hammer, C. S. (2012). Development of 14 English grammatical morphemes in Spanish-English preschoolers. Clinical Linguistics & Phonetics, 26(8), 728–742. doi:10.3109/02699206.2012.700679CrossRefGoogle ScholarPubMed
De Houwer, A. (2005). Early bilingual acquisition separate development hypothesis. In Kroll, J. F. & de Groot, A. (Eds.), Handbook of bilingualism (pp. 30–48). New York, NY: Oxford University Press.Google Scholar
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424.CrossRefGoogle Scholar
De Quadros, R. M. Ü. (2018). Bimodal bilingual heritage signers: A balancing act of languages and modalities. Sign Language Studies, 18(3), 355–384. doi:10.1353/sls.2018.0007Google Scholar
Drysdale, H., van der Meer, L., & Kagohara, D. (2015). Children with Autism Spectrum Disorder from bilingual families: A systematic review. Review Journal of Autism and Developmental Disorders, 2(1), 26–38. doi:10.1007/s40489-014-0032-7Google Scholar
Durán, L. K., Hartzheim, D., Lund, E. M., Simonsmeier, V., & Kohlmeier, T. L. (2016). Bilingual and home language interventions with young dual language learners: A research synthesis. Language, Speech, and Hearing Services in Schools, 47(4), 347–371. doi:10.1044/2016_LSHSS-15-0030Google Scholar
Eilers, R. E., Pearson, B. Z., & Cobo-Lewis, A. B. (2006). Social factors in bilingual development: The Miami experience. In McCardle, P. & Hoff, E. (Eds.), Childhood bilingualism: Research on infancy through school age (pp. 68–90). Bristol: Multilingual Matters. doi:10.21832/9781853598715-006Google Scholar
Engel de Abreu, P. M. J., Cruz-Santos, A., & Puglisi, M. L. (2014). Specific language impairment in language-minority children from low-income families. International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 49(6), 736–747. doi:10.1111/1460-6984.12107CrossRefGoogle ScholarPubMed
Fishman, J. (2001) Can threatened languages be saved? Reversing language shift, revisited: A 21st century perspective. Clevedon: Multilingual Matters.Google Scholar
Fuller, J. M., & Torres, J. (2018). Spanish in the United States. In Seals, C. & Shah, S. (Eds.), Heritage language policies around the world. London: Routledge.Google Scholar
Gámez, P. B., & Levine, S. C. (2013). Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure. Applied Psycholinguistics, 34(4), 673–696. doi:10.1017/S0142716411000919Google Scholar
Gessner, S., Herbert, T., & Parker, A. (2018) Indigenous languages in Canada. In Seals, C. & Shah, S. (Eds.), Heritage language policies around the world. London: Routledge.Google Scholar
Gollan, T. H., Starr, J., & Ferreira, V. S. (2015). More than use it or lose it: The number-of-speakers effect on heritage language proficiency. Psychonomic Bulletin & Review, 22(1), 147–155. doi:10.3758/s13423-014-0649-7Google Scholar
Gray, S., Plante, E., Vance, R., & Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in Schools, 30(2), 196–206. doi:10.1044/0161-1461.3002.196Google Scholar
Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one. Brain and Language, 36, 3–15.Google Scholar
Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA: Harvard University Press.Google Scholar
Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological Science, 14(1), 31–38. doi:10.1111/1467-9280.01415Google Scholar
Hoff, E. (2018). Bilingual development in children of immigrant families. Child Development Perspectives, 12(2), 80–86. doi:10.1111/cdep.12262Google Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. doi:10.1017/S0305000910000759Google Scholar
Iluz-Cohen, P., & Armon-Lotem, S. (2013). Language proficiency and executive control in bilingual children. Bilingualism: Language and Cognition, 16(4), 884–899.CrossRefGoogle Scholar
Kan, R. T. Y., & Schmid, M. S. (2019). Development of tonal discrimination in young heritage speakers of Cantonese. Journal of Phonetics, 73, 40–54. doi:10.1016/j.wocn.2018.12.004Google Scholar
Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233–246. doi:10.1016/j.cogdev.2013.01.011Google Scholar
Leeman, J., & King, K. (2015). Heritage language education: Minority language speakers, second language instruction, and monolingual schooling. In Bigelow, M. & Ennser-Kananen, J. (Eds.), The Routledge handbook of educational linguistics, pp. 210–223. New York, NY: Routledge.Google Scholar
Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43–60. doi:10.1080/13670050902777546Google Scholar
Lindholm-Leary, K. J. (2001) Dual language education. Bristol: Multilingual Matters. doi:10.21832/9781853595332Google Scholar
McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 48(3), 307–319. doi:10.1111/1460-6984.12008Google Scholar
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438–476. doi:10.1017/S0261444813000281CrossRefGoogle Scholar
Montrul, S. A. (2008). Incomplete acquisition in bilingualism: Re-examining the age factor. Amsterdam: John Benjamins. doi: 10.1075/sibil.39Google Scholar
Montrul, S. (2016). The acquisition of heritage languages. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139030502Google Scholar
Nicholls, R. J., Eadie, P. A., & Reilly, S. (2011). Monolingual versus multilingual acquisition of English morphology: What can we expect at age 3? International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 46(4), 449–463. doi:10.1111/j.1460-6984.2011.00006.xGoogle Scholar
Paradis, J., Nicoladis, E., Crago, M., & Genesee, F. (2011). Bilingual children’s acquisition of the past tense: A usage-based approach. Journal of Child Language, 38(3), 554–578. doi:10.1017/S0305000910000218Google Scholar
Pearson, B. Z., & Fernández, S. C. (1994). Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. Language Learning, 44(4), 617–653.CrossRefGoogle Scholar
Peña, E. D. (2016). Supporting the home language of bilingual children with developmental disabilities: From knowing to doing. Journal of Communication Disorders, 63, 85–92. doi:10.1016/j.jcomdis.2016.08.001CrossRefGoogle ScholarPubMed
Peña, E. D., Bedore, L. M., & Kester, E. S. (2016). Assessment of language impairment in bilingual children using semantic tasks: Two languages classify better than one. International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 51(2), 192–202. doi:10.1111/1460-6984.12199Google Scholar
Peña, E. D., Bedore, L. M., & Lugo-Neris, M. J. (2016). Language intervention for school-age bilingual children: Principles and application. Treatment of Language Disorders in Children, 2nd ed. Baltimore, MD: Brookes Publishing.Google Scholar
Peña, E. D., Bedore, L. M., & Rappazzo, C. (2003). Comparison of Spanish, English, and bilingual children’s performance across semantic tasks. Language, Speech, and Hearing Services in Schools, 34(1), 5–16. doi:10.1044/0161-1461(2003/001)Google Scholar
Peña, E. D., Bedore, L. M., Shivabasappa, P., & Niu, L. (2018). Effects of divided input on bilingual children with language impairment. International Journal of Bilingualism, 24(1), 62–78. doi:10.1177/1367006918768367Google Scholar
Peña, E. D., Bedore, L. M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research, 45(5), 938–947.Google Scholar
Peña, E. D., Gillam, R. B., Bedore, L. M., & Bohman, T. M. (2011). Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech-Language Pathology, 20(4), 302–314. doi:10.1044/1058-0360(2011/10-0020)Google Scholar
Polinsky, M., & Scontras, G. (2019). Understanding heritage languages. Bilingualism: Language and Cognition, 23(1), 4–20. doi:10.1017/S1366728919000245Google Scholar
Przymus, S. D. (2016). Challenging the monolingual paradigm in secondary dual-language instruction: Reducing language-as-problem with the 2–1-L2 model. Bilingual Research Journal, 39(3–4), 279–295. doi:10.1080/15235882.2016.1220995Google Scholar
Rothman, J., Tsimpli, I. M., & Pascual y Cabo, D. (2016). Formal linguistic approaches to heritage language acquisition: Bridges for pedagogically oriented research. In Pascual y Cabo, D. (Ed.), Advances in Spanish as a heritage language (pp. 13–26). Amsterdam: John Benjamins. doi:10.1075/sibil.49.02rotGoogle Scholar
Seals, C., & Shah, S. (2018). Heritage language policies around the world. London: Routledge.Google Scholar
Shin, D. (2018). Multimodal mediation and argumentative writing: A case study of a multilingual learner’s metalanguage awareness development. In Harman, R. (Ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 225–242). Cham: Springer International. doi:10.1007/978-3-319-60953-9_11Google Scholar
Shivabasappa, P., Peña, E. D., & Bedore, L. M. (2019). Semantic category convergence in Spanish-English bilingual children with and without Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 62(7), 2361–2371. doi:10.1044/2019_JSLHR-L-17-0427Google Scholar
Silva-Corvalán, C. (2014). Bilingual language acquisition: Spanish and English in the first six years. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139162531Google Scholar
Silva-Corvalán, C. (2016). Simultaneous bilingualism: Early developments, incomplete later outcomes? International Journal of Bilingualism, 22(5), 497–512. doi:10.1177/1367006916652061Google Scholar
Tay, M. W. J. (1989). Code switching and code mixing as a communicative strategy in multilingual discourse. World Englishes, 8(3), 407–417. doi:10.1111/j.1467-971X.1989.tb00678.xGoogle Scholar
The Annie E. Casey Foundation. (2019). Immigrant families and kids see economic gains – but disparities persist. KIDS COUNT. https://datacenter.kidscount.org/Google Scholar
Torres, J., Estremera, R., & Mohamed, S. (2019). The contribution of psychosocial and biographical variables to heritage language learners’ linguistic knowledge of Spanish. Studies in Second Language Acquisition, 41(4), 695–719.Google Scholar
Tsimpli, I. M., Peristeri, E., & Andreou, M. (2016). Narrative production in monolingual and bilingual children with specific language impairment. Applied Psycholinguistics, 37(1), 195–216.Google Scholar
US Census. (2015). Detailed languages spoken at home and ability to speak English for the population 5 years and over: 2009–2013. www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.htmlGoogle Scholar
Velázquez, M. I. (2018). Household perspectives on minority language maintenance and loss: Language in the small spaces. Bristol: Multilingual Matters.Google Scholar
Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48–63. doi: 10.1111/modl.12303Google Scholar
Williams, C. J., & McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology, 14(3), 292–305. doi:10.3109/17549507.2011.636071Google Scholar
Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with Autism Spectrum Disorders. American Journal of Speech-Language Pathology, 22(1), 10–24.CrossRefGoogle ScholarPubMed
- 1
- Cited by