1.
Andersson, Ketty, et al.
(författare)
Impact of language background and school factors on core language skills
2019
Konferensbidrag (refereegranskat) abstract
Bilingual children are at a disadvantage when compared to monolingual norms in language assessment. Monolingual assessment fails to acknowledge the asymmetrically distributed linguistic competence of bilingual children, for example, different levels of mastery of family and school related concepts in the first and second languages, respectively. Consequently, monolingual assessment results in an overidentification of language impairment in bilingual populations. However, other factors, in many communities associated with bilingualism, may also yield low results in language assessments. We investigated the Swedish CELF-4 Core subscales for receptive language and grammatical production of over 220 7-8-year-old children, all students in the classrooms of teachers participating in an ongoing practice-embedded intervention aimed at modifying mainstream primary school teachers’ verbal and nonverbal instructional communication. The student sample is representative of a southern Swedish urban and suburban population, with approximately 50 percent of students reported by parents to use at least one other language on a daily basis, in addition to the Swedish used in school, although with great differences in proportions, with participating schools ranging between 0 and 95 percent bilingual students. Multiple linear regression was used to assess the contribution of bilingualism, parental education level, school district and enrolment in extra-curricular activities on CELF-4 Core scores. In isolation, bilingualism predicted 38 percent of the variance in the CELF-4 Core scores, p < 0,01. With parental education level, school district and enrolment in extra-curricular activities entered the total variance explained by the model increased to 54 percent. However, the unique contribution of bilingualism was reduced to 9 percent. The results highlight the need to look beyond bilingualism in language assessment and educational management of bilingual children and adolescents, and to consider other explanations to academic struggle. Furthermore, alternative interventions must be considered and applied proportionately to their respective impact on the individual’s development. Evidence-based, high-quality language instruction in school must be complemented by community-based interventions aimed at increasing the parental education level and at providing counsel to parents and families on factors associated with academic advancement, e.g. extra-curricular activities. Measures must also be taken to reduce the gap between schools in order to avoid the double dose of disadvantage often experienced by bilingual children and adolescents and their families in areas of socioeconomic stress.
2.
Bruce, Barbro, et al.
(författare)
Assertiveness, responsiveness and reciprocity in verbal interaction. Dialogues between children with SLI and peers with typical language development
2010
Ingår i: First Language. - 0142-7237. ; 30:3-4, s. 493-507
Tidskriftsartikel (refereegranskat) abstract
The present study examined assertiveness and responsiveness in two different conversational contexts: children with specific language impairment (SLI) interacting with an age-matched peer with typical language development (TLD) and children with SLI interacting with a language-matched peer with TLD. The dialogues where the 10 participating children with SLI interacted with an age peer were characterized by a higher degree of responsiveness and coherence. The age peers tended to dominate the interaction with the children with SLI. The dialogues where children with SLI interacted with a language peer were characterized by less responsiveness and less coherence and the child with SLI was likely to be more dominant in the interaction. Thus children with SLI take different roles in verbal interaction depending on how much support the conversational partner can offer.
3.
Bruce, Barbro, et al.
(författare)
Interactional style, elicitation strategies and language production in professional language intervention
2007
Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 23:3, s. 253-266
Tidskriftsartikel (refereegranskat) abstract
This paper explores language intervention for children with specific language impairment in Sweden. The elicitation strategies, style of interaction and language production used by speech and language pathologists (SLPs) were analyzed in two conditions, free conversation and training of grammar. In training, the grammatical targets were used significantly more often by the SLPs, but not by the children. In the free conversations the children talked more and had significantly higher mean length of utterance in words and the SLPs linked significantly more to the child's focus. The two conditions represent different, but complementary approaches to language intervention.
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6.
Christensen, Rikke Vang, et al.
(författare)
The Use and Productivity of Past Tense Morphology in Specific Language Impairment: An Examination of Danish
2012
Ingår i: Journal of Speech, Language, and Hearing Research. - : American Speech Language Hearing Association. - 1558-9102 .- 1092-4388. ; 55:6, s. 1671-1689
Tidskriftsartikel (refereegranskat) abstract
Purpose: The authors' primary goal was to investigate the potential of past tense inflection as a clinical marker of Danish specific language impairment (SLI). They also wished to test the predictions of the extended optional infinitive (EOI) account and processing based accounts of SLI on Danish. Method: Using sentence completion and sentence repetition tasks, the authors investigated the use of past tense by 3 groups (n = 11 in each group): (a) children with SLI whose ages ranged from 5; 2 (years; months) to 7; 11; (b) children with typical language development matched on chronological age; and (c) children with typical language development matched on vocabulary. Results: Participants with SLI were less likely to produce past tense than were both typically developing control groups. In particular, only the children with SLI had difficulties with accurately producing past tense verbs during the sentence repetition task. Past tense accuracy was associated with children's productive vocabulary levels and proficiency with a nonword repetition task. Conclusion: Past tense use is potentially a clinical marker of Danish SLI, but more research is needed to confirm this. Results provided mixed support for competing accounts of SLI.
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Hansson, Kristina, et al.
(författare)
Bedömning av språklig förmåga hos barn
2007
Ingår i: Språkutveckling och språkstörning. Del 1. Fonologi, grammatik och lexikon. - 9789144017716 ; , s. 255-255
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