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Narrative abilities in bilingual children

Published online by Cambridge University Press:  09 December 2015

NATALIA GAGARINA ,
DALEEN KLOP ,
IANTHI M. TSIMPLI  and
JOEL WALTERS
NATALIA GAGARINA*
Affiliation:
Center for General Linguistics (ZAS), Berlin
DALEEN KLOP
Affiliation:
Stellenbosch University
IANTHI M. TSIMPLI
Affiliation:
Aristotle University of Thessaloniki and University of Reading
JOEL WALTERS
Affiliation:
Bar Ilan University
*
ADDRESS FOR CORRESPONDENCE Natalia Gagarina, Center for General Linguistics (ZAS), Schuetzenstrasse 18, Berlin 10117, Germany. E-mail gagarina@zas.gwz-berlin.de
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Extract

The number of bilingual children is growing dramatically all over the world. In 2010 the International Organization of Migration documented 214 million migrants worldwide, many bilingual (Koser & Laczko, 2010). One of the challenges arising from the rapid increase of bilingual children is scientifically grounded assessment of linguistic proficiency in both of a child's languages in various language domains. Assessment in both languages is especially important to avoid misdiagnosis of language impairment. Specific language impairment (SLI) is among the most prevalent impairments, estimated to affect 7%–10% of children entering formal education (Grimm, 2003; Tomblin, Smith, & Zhang, 1997). Assessment tools for bilinguals in both the home language and the majority language are often lacking (for exceptions, see Gagarina, Klassert, & Topaj, 2010; Schulz & Tracy, 2011).

Information

Type
Introduction
Information
Applied Psycholinguistics , Volume 37 , Issue 1: Narrative abilities in bilingual children , January 2016 , pp. 11 - 17
Copyright
Copyright © Cambridge University Press 2015 

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