The Complexity of the Spanish Subjunctive in Bilingual Children with SLI

Autor/inn/en	Castilla-Earls, Anny; Pérez-Leroux, Ana Teresa; Restrepo, Maria Adelaida; Gaile, Daniel; Chen, Ziqiang
Titel	The Complexity of the Spanish Subjunctive in Bilingual Children with SLI
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 25 (2018) 1, S.72-84 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2016.1192636
Schlagwörter	Spanish; Bilingualism; English (Second Language); Second Language Learning; Language Proficiency; Grammar; Mothers; Educational Attainment; Language Usage; Language Impairments; Task Analysis; Error Patterns; Language Dominance; Cloze Procedure; Age Differences; Prediction; Evaluation Methods; Verbs; Statistical Analysis; Comparative Analysis; Morphology (Languages); Semantics; Screening Tests; Error Analysis (Language) + Suchen Sie Ihr Suchwort? Spanisch; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Grammatik; Mother; Mutter; Bildungsabschluss; Bildungsgut; Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Aufgabenanalyse; Fehlertyp; Sprachliche Dominanz; Lückentext; Age; Difference; Age difference; Altersunterschied; Vorhersage; Statistische Analyse; Morphology; Morphologie; Semantik; Screening-Verfahren; Error analysis; Language; Fehleranalyse
Abstract	This study investigates the use of the Spanish subjunctive in bilingual children with and without specific language impairments (SLI). Using an elicitation task, we examine: (i) the potential of the subjunctive as a grammatical marker of SLI in Spanish-English bilingual children, (ii) the extent to which degree of bilingualism affects performance, and (iii) the specific patterns of errors across groups. The participants in this study include 16 children with SLI and 16 typically developing children (TD) matched on age, English language proficiency, and mother's education level. Bilingual children are classified either as Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals, AsyBi) or near-balanced bilinguals (BalBi). The experimental task consists of a sentence-completion exercise eliciting the subjunctive in complement, purpose, and temporal clauses. Results suggest that (i) level of bilingual proficiency, language clinical status, and age predicts the accurate production of the subjunctive; and (ii) temporal clauses might have a better potential to discriminate between TD children and children with SLI in bilingual settings. This study provides general support for grammatically targeted approaches to assessment in bilingual populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01