Grammatical morphology in children learning english as a second language: Implications of similarities with specific language impairment

Language, Speech, and Hearing Services in Schools

Volumn 36, Issue 3, 2005, Pages 172-187

  Paradis, Johanne ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

Bilingual children; English language learners; Grammatical morphology; Second language acquisition; Specific language impairment

Indexed keywords

CHILD; DIFFERENTIAL DIAGNOSIS; FEMALE; HUMAN; LANGUAGE; LANGUAGE DEVELOPMENT; LANGUAGE DISABILITY; LINGUISTICS; MALE; PATHOPHYSIOLOGY; PHONETICS; PRESCHOOL CHILD; REVIEW; SPEECH ANALYSIS; SPEECH DISORDER; STANDARD;

CHILD; CHILD LANGUAGE; CHILD, PRESCHOOL; DIAGNOSIS, DIFFERENTIAL; FEMALE; HUMANS; LANGUAGE DISORDERS; LINGUISTICS; MALE; MULTILINGUALISM; PHONETICS; SPEECH DISORDERS; SPEECH PRODUCTION MEASUREMENT;

EID: 23744439156     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2005/019)     Document Type: Review

References (55)

1. Anderson, R. (1996). Assessing the grammar of Spanish-speaking children: A comparison of two procedures. Language, Speech and Hearing Services in Schools, 27, 333-344.
2. Bedore, L., & Leonard, L. (1998). Specific language impairment and grammatical morphology. A discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185-1192.
3. Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
4. Burgemeister, B., Hollander Blum, L., & Lorge, I. (1972). Columbia Mental Maturity Scale. New York: The Psychological Corporation.
5. Citizenship and Immigration Canada. (2002). Retrieved October, 2003, from http://www.cic.gc.ca
6. Clahsen, H., Bartke, S., & Göllner, S. (1997). Formal features in impaired grammars: A comparison of English and German. Journal of Neurolinguistics, 10, 151-171.
7. Crago, M., & Paradis, J. (2003). Two of a kind? Commonalities and variation in languages and language learners. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Towards a definition of specific language impairment (pp. 97-110). Mahwah, NJ: Erlbaum.
8. Crutchley, A., Conti-Ramsden, G., & Rotting, N. (1997). Bilingual children with specific language impairment and standardized assessments: Preliminary findings from a study of children in language units. International Journal of Bilingualism, 1, 117-134.
9. Cummins, J. (1984). Underachievement among minority children. In Bilingualism and special education: Issues in assessment and pedagogy (pp. 93-129). Clevendon, U.K.: Multilingual Matters.
10. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevendon, U.K.: Multilingual Matters.
11. Damico, J.-S., Oller, J.-R., & Storey, M.-E. (1983). The diagnosis of language disorders in bilingual children: Surface-oriented and pragmatic criteria. Journal of Speech and Hearing Disorders, 48, 385-394.
12. Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 24, 245-258.
13. Dulay, H., & Burt, M. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
14. Eng, N., & O'Connor, B. (2000). Acquisition of definite article + noun agreement of Spanish-English bilingual children with specific language impairment. Communication Disorders Quarterly, 21, 114-124.
15. Gavruseva, E., & Lardiere, D. (1996). The emergence of extended phrase structure in child L2 acquisition. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukoswki (Eds.), Proceedings of the Boston University Conference on Language Development (Vol. 20, pp. 225-236). Cambridge, MA: Cascadilla Press.
16. Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Baltimore: Brookes.
17. Goldstein, B. (2001). Cultural and linguistic diversity resource guide for speech-language pathologists. San Diego, CA: Singular/Thomson Learning.
18. Gruter, T. (2003, November). Teasing apart L2 and SLI: Will comprehension make the difference? Paper presented at the 28th Annual Boston University Conference on Language Development, Boston University.
19. Gutiérrez-Clellen, V., & Kreiter, J. (2003). Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics, 24, 267-288.
20. Håkansson, G., & Nettelbladt, U. (1993). Developmental sequences in L1 (normal and impaired) and L2 acquisition of Swedish syntax. International Journal of Applied Linguistics, 3, 3-29.
21. Hakuta, K. (1978). A report on the development of the grammatical morphemes in a Japanese girl learning English as a second language. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 132-147). Rowley, MA: Newbury House.
22. Hakuta, K., Goto Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? Retrieved March 31, 2004, from http://www.stanford.edu/~hakuta/
23. Haznedar, B. (2001). The acquisition of the IP system in child L2 English. Studies in Second Language Acquisition, 23, 1-39.
24. Juárez, M. (1983). Assessment and treatment of minority-language-handicapped children: The role of the monolingual speech-language pathologist. Topics in Language Disorders, 3, 57-65.
25. Klingner, J., & Artiles, A. (2003, October). When should bilingual students be in special education? Educational Leadership, 66-71.
26. Kohnert, K., & Bates, E. (2002). Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research, 45, 347-359.
27. Lakshmanan, U. (1993/1994). "The boy for the cookie" - Some evidence for the nonviolation of the case filter in child second language acquisition. Language Acquisition, 3, 55-91.
28. Lakshmanan, U. (1994). Universal grammar in child second language acquisition: Null subjects and morphological uniformity. Amsterdam: John Benjamins.
29. Langdon, H., & Irvine Saenz, T. (1996). Language assessment and intervention with multicultural students. Oceanside, CA: Academic Communication Associates.
30. Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
31. Leonard, L., Eyer, J., Bedore, L., & Grela, B. (1997). Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 741-753.
32. MacWhinney, B. (2000). The Childes project: Tools for analyzing talk (3rd ed). Mahwah, NJ: Erlbaum.
33. Oetting, J., & Rice, M. (1993). Plural acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 36, 1236-1248.
34. Ortiz, A. (2001). English language learners with special needs: Effective instructional strategies. Retrieved November 3, 2002, from http://www.cal.org/ ericc11/digest/0108ortiz.html
35. Paradis, J. (2004). On the relevance of specific language impairment to understanding the role of transfer in second language acquisition. Applied Psycholinguistics, 25, 67-82.
36. Paradis, J., & Crago, M. (2000). Tense and temporality: Similarities and differences between language-impaired and second-language children. Journal of Speech, Language, and Hearing Research, 43, 834-848.
37. Paradis, J., & Crago, M. (2004). Comparing L2 and SLI grammars in French: Focus on DP. In P. Prévost & J. Paradis (Eds.), The acquisition of French in different contexts: Focus on functional categories (pp. 89-108). Amsterdam: John Benjamins.
38. Ranta, L. (2002). The role of learners' language analytic ability in the communicative classroom. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 159-181). Amsterdam: John Benjamins.
39. Restrepo, M.-A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411.
40. Restrepo, M.-A., & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with specific language impairment. Communication Disorders Quarterly, 21, 66-76.
41. Restrepo, M.-A., & Silverman, S. (2001). Validity of the use of Spanish Preschool Language Scale-3 for use with bilingual children. American Journal of Speech-Language Pathology, 10, 382-393.
42. Rice, M. (2003a). Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions. In A. Brugos, L. Micciulla, & C. E. Smith (Eds.), Proceedings of the Boston University Conference on Language Development (Vol. 28, pp. 28-49). Cambridge, MA: Cascadilla Press.
43. Rice, M. (2003b). A unified model of specific and general language delay: Grammatical tense as a clinical marker of unexpected variation. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations (pp. 63-94). Mahwah, NJ: Erlbaum.
44. Rice, M., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech, Language, and Hearing Research, 39, 1236-1257.
45. Rice, M., & Wexler, K. (2001). Test of Early Grammatical Impairment. New York: The Psychological Corporation.
46. Rice, M., Wexler, K., & Cleave, P. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech and Hearing Research, 38, 850-863.
47. Rice, M., Wexler, K., & Hershberger, S. (1998). Tense over time: The longitudinal course of tense acquisition in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1412-1431.
48. Roseberry-McKibbin, C. (1995). Distinguishing language differences. Multicultural Education, 4, 12-16.
49. Schiff-Myers, N. (1992). Considering arrested language development and language loss in the assessment of second language learners. Language, Speech, and Hearing Services in Schools, 23, 28-33.
50. Strong, M. (1983). Social styles and the second language acquisition of Spanish-speaking kindergartners. TESOL Quarterly, 17, 241-259.
51. Tabors, P., & Snow, C. (1994). English as a second language in preschool programs. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 103-125). Cambridge, U.K.: CUP.
52. Westernoff, F. (1991). The assessment of communication disorders in second language learners. Journal of Speech-Language Pathologist Association, 15, 73-79.
53. Wong Fillmore, L. (1979). Individual differences in second language acquisition. In C. Fillmore, D. Kempler, & W. S.-Y. Wang (Eds.), Individual differences in language ability and language behavior (pp. 203-227). New York: Academic Press.
54. Wong Fillmore, L. (1983). The language learner as an individual: Implications of research on individual differences for the ESL teacher. In M. Clarke & J. Handscombe (Eds.), On TESOL '82: Pacific perspectives on language learning and teaching (pp. 157-173). Washington, DC: TESOL.
55. Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.