| 1. |
- Gagarina, Natalia, et al.
(författare)
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How oral texts are organized in monolingual and heritage Russian : evidence from six countries
- 2021
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Ingår i: Language impairment in multilingual settings. - Amsterdam : John Benjamins Publishing Company. - 9789027209795 ; , s. 47-76
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Bokkapitel (refereegranskat)abstract
- The present study examines narrative macrostructure, measured as Story Structure (SS) and Story Complexity (SC), in bilinguals speaking Russian as their home/heritage language (L1) and exposed to different societal languages (L2), while focusing on the effects of different L2s, bilingualism, and episodic structure and compares it to monolingual Russian. The Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) was used to elicit narratives in L1/Russian from 162 L2 Finnish, German, Hebrew, Norwegian, or Swedish bilinguals (4- and 6-year-olds) and 21 monolingual Russian children (4-year-olds). Age-matched bilinguals showed similarity in SS (except for children speaking L2 German or Hebrew) and SC. Monolinguals (age range 50–59 months) outperformed younger bilinguals (age range 48–59 months) in SS and SC but performed similarly to older bilinguals (age range 66–83 months). Fine-grained analysis revealed that a well-formed episode might include an Attempt-Outcome sequence combined with Internal States (and not only Goal-Attempt-Outcome) and that children are sensitive to events depicted in each episode. The findings show some evidence for the universality of macrostructure and provide insight into macrostructural knowledge at the episode level. The results are discussed within the theoretical model of multidimensional text organization.
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| 2. |
- Haman, Ewa, et al.
(författare)
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Noun and verb knowledge in monolingual preschool children across 17 languages : Data from Cross-linguistic Lexical Tasks (LITMUS-CLT)
- 2017
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Ingår i: Clinical Linguistics & Phonetics. - PHILADELPHIA : Taylor & Francis Group. - 0269-9206 .- 1464-5076. ; 31:11-12, s. 818-843
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.
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| 3. |
- Karpava, Sviatlana, et al.
(författare)
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Multilingual dynamics: exploring English as a third language in Russian-speaking families across Cyprus, Estonia, Germany, Israel, and Sweden
- 2024
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Ingår i: Journal of Multilingual and Multicultural Development. - : Routledge. - 0143-4632 .- 1747-7557.
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Tidskriftsartikel (refereegranskat)abstract
- Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.
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| 4. |
- Łuniewska, Magdalena, et al.
(författare)
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Ratings of age of acquisition of 299 words across 25 languages : is there a cross-linguistic order of words?
- 2016
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Ingår i: Behavior Research Methods. - : Springer Science and Business Media LLC. - 1554-3528 .- 1554-351X. ; 48:3, s. 1154-1177
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Tidskriftsartikel (refereegranskat)abstract
- We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur–Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters’ social or language status, but not with the raters’ age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.
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| 5. |
- Otwinowska, Agnieszka, et al.
(författare)
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Language and literacy transmission in heritage language : evidence from Russian-speaking families in Cyprus, Ireland, Israel and Sweden
- 2021
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 42:4, s. 357-382
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Tidskriftsartikel (refereegranskat)abstract
- We examined factors determining parental success in transmitting heritage language (HL) and literacy in Russian-speaking migrant families of comparable socioeconomic status (SES) in Cyprus, Ireland, Israel and Sweden. A total of 345 Russian speakers completed a questionnaire about their language use and home language practices. Of those, we chose 181 females with at least one child of school age. Across countries, we found no differences in the respondents' SES or education, but differences in their self-identification with the host country languages and cultures. Results also showed that 90% of participants' children could speak and understand Russian. However, only 52% could read and write in Russian, with percentages varying between countries. Multiple regression analyses revealed that the transmission of HL-Russian and literacy depended on parental efforts to actively use Russian at home and provide opportunities to communicate in HL. As for literacy, parental efforts and language use remained the main transmission predictors in all the countries, but factors differed across the countries, possibly due to varying attitudes towards Russian in the society. Likely, success in HL and literacy transmission is influenced by parents' perception of acceptance of their language in the society where they live.
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| 6. |
- Otwinowska, Agnieszka, et al.
(författare)
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Language and literacy transmission in heritage language : evidence from Russian-speaking families in Cyprus, Ireland, Israel and Sweden
- 2019
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Ingår i: Journal of Multilingual and Multicultural Development. - : Informa UK Limited. - 0143-4632 .- 1747-7557. ; 42:4, s. 357-382
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Tidskriftsartikel (refereegranskat)abstract
- We examined factors determining parental success in transmitting heritage language (HL) and literacy in Russian-speaking migrant families of comparable socioeconomic status (SES) in Cyprus, Ireland, Israel and Sweden. A total of 345 Russian speakers completed a questionnaire about their language use and home language practices. Of those, we chose 181 females with at least one child of school age. Across countries, we found no differences in the respondents’ SES or education, but differences in their self-identification with the host country languages and cultures. Results also showed that 90% of participants’ children could speak and understand Russian. However, only 52% could read and write in Russian, with percentages varying between countries. Multiple regression analyses revealed that the transmission of HL-Russian and literacy depended on parental efforts to actively use Russian at home and provide opportunities to communicate in HL. As for literacy, parental efforts and language use remained the main transmission predictors in all the countries, but factors differed across the countries, possibly due to varying attitudes towards Russian in the society. Likely, success in HL and literacy transmission is influenced by parents’ perception of acceptance of their language in the society where they live.
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| 7. |
- Zabrodskaja, Anastassia, et al.
(författare)
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Family language policies of multilingual families during the COVID-19 pandemic : evidence from Cyprus, Estonia, Germany, Israel, and Sweden
- 2023
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Ingår i: Languages. - : MDPI. - 2226-471X. ; 8:4
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the language and literacy practices of multilingual families in Cyprus, Estonia, Germany, Israel, and Sweden during the COVID-19 pandemic. The study focuses on the different roles of family members in language transmission in order to understand whether these practices might have been influenced by the COVID-19 pandemic. We aimed to answer two key research questions: RQ1, whether and how the pandemic conditions affected the heritage language, societal language acquisition, and heritage language literacy learning environments in the five countries examined (Cyprus, Estonia, Germany, Israel, and Sweden); and RQ2, what is the nature of child and parental agency in facilitation of the possible changes in the corresponding five countries? Fifty semi-structured interviews (ten in each country) were conducted. The data highlighted the factors that triggered changes in family language policy during the pandemic and the role of the child’s agency, parents, extended family, and social network during this period. Based on our findings, we argue that the pandemic conditions gave the children new opportunities for agency when it comes to language and literacy choice and communication with extended family members. This even facilitated new sources of input and suggested the active role of a child as an agent in shaping family language policy in the family.
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| 8. |
- Hansson, Kristina, et al.
(författare)
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Sweden
- 2019
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Ingår i: Managing Children with Developmental Language Disorder. - : Routledge. - 9781138317154 - 9780429455308 ; , s. 460-471
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Developments in the understanding of language disorders and the progression of clinical practice for children with developmental language disorder (DLD) in Sweden started with a focus on speech, with a gradual widening of focus towards other aspects of language skills — grammar, semantics, comprehension and pragmatics. Sweden is a multicultural country with about one-third of preschool children brought up in multilingual contexts. Speech and language therapy (SLT) education in Sweden was initiated by Gunnar Bjuggren at Karolinska Institute in Stockholm in 1964. From the establishment of the SLT profession, SLTs are well aware of the fact that children with DLD have difficulties with different aspects of language in addition to phonology, for example grammar. Irrespective of employer, SLTs are obligated to document data and interventions in patient files, in all their work undertaken within their clinical professional competence, that is, assessing, diagnosing and treating patients.
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| 9. |
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| 10. |
- Håkansson, Gisela, et al.
(författare)
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Sweden
- 2019
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Ingår i: Managing children with Developmental Language Disorder : Theory and practice across Europe and Beyond - Theory and practice across Europe and Beyond. - : Routledge. - 9781138317246 - 9781138317154 - 1138317241 - 9780429455308 - 9780429848339 ; , s. 460-471
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Bokkapitel (refereegranskat)
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