Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background

Autor/inn/en	Engel de Abreu, Pascale M. J.; Baldassi, Martine; Puglisi, Marina L.; Befi-Lopes, Debora M.
Titel	Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 2, S.630-642 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/12-0079)
Schlagwörter	Contrastive Linguistics; Cross Cultural Studies; Verbal Ability; Short Term Memory; Immigrants; Foreign Countries; Language Minorities; Multilingualism; Portuguese; Native Language; Second Language Learning; Vocabulary Skills; Language Tests; Linguistic Borrowing; Culture Fair Tests; Elementary School Students; Bilingualism; Language Processing; French; German; Indo European Languages; Neurolinguistics; Language Impairments; Longitudinal Studies; Questionnaires; Brazil; Luxembourg; Expressive One Word Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Cultural comparison; Kulturvergleich; Mündliche Leistung; Kurzzeitgedächtnis; Immigrant; Immigrantin; Immigranten; Ausland; Sprachminderheit; Mehrsprachigkeit; Multilingualismus; Portugiesischunterricht; Zweitsprachenerwerb; Aktiver Wortschatz; Language test; Sprachtest; Lehnwort; Bilingualismus; Sprachverarbeitung; Französisch; Deutscher; Indoeuropäisch; Neurolinguistisches Programmieren; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Brasilien
Abstract	Purpose: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Method: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. Results: Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. Conclusion: The study indicates that linguistic and cognitive assessments for language-minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed. (Contains 3 tables, 1 figure, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10