English language narratives of Filipino children

Language, Speech, and Hearing Services in Schools

Volumn 37, Issue 1, 2006, Pages 28-38

  Lofranco, Lee Ann L ^a   Peña, Elizabeth D ^a   Bedore, Lisa M ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

Complexity; English; Filipino; Grammaticality; Narratives

Indexed keywords

ARTICLE; CHILD; CULTURAL FACTOR; FEMALE; HUMAN; LANGUAGE; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; VERBAL BEHAVIOR; VERBAL COMMUNICATION;

CHILD; CHILD LANGUAGE; CROSS-CULTURAL COMPARISON; FEMALE; HUMANS; LINGUISTICS; MALE; MULTILINGUALISM; NARRATION; VERBAL BEHAVIOR; VOCABULARY;

EID: 33644677090     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2006/004)     Document Type: Article

References (59)

1. Aspillera, P. (1981). Lessons in basic Tagalog for foreigners and non-Tagalogs. Manila, Philippines: M & L Licudine Enterprises.
2. Bautista, L. (1992). Philippine English. In T. McArthur (Ed.), The Oxford companion to the English language (pp. 765-767). Oxford, England: Oxford University Press.
3. Bedore, L. M., Fiestas, C., Peña, E. D., & Nagy, V. (in review). Bilingualism: Language & cognition.
4. Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.
5. Bolton, K., & Bautista, L. M. (2004). Philippine English: Tensions and transitions. World Englishes, 23, 1-5.
6. Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching & Therapy, 18, 1-22.
7. Brice, A., & Rivero, Y. (1996). Language transfer: First (L1) and second (L2) proficiency of bilingual adolescent students. The Journal for Language Teaching and Learning, 12(2), 1-16.
8. Cheng, L. L. R. (1997). Assessing Asian language performance (2nd ed.). Oceanside, CA: Academic Communication Associates.
9. Collins, L. (2002). The roles of L1 influence and lexical aspect in the acquisition of temporal morphology. Language Learning, 52, 43-94.
10. Döpke, S. (2000). Generation of and retraction from cross-linguistically motivated structures in bilingual first language acquisition. Bilingualism: Language & Cognition, 3, 209-226.
11. Fiestas, C., & Peña, E. (2004). Narrative discourse in bilingual children: Task and language effects. Language, Speech, and Hearing Services in Schools, 35, 155-168.
12. Flores, P. (1998). Filipino American students: Actively carving a sense of identity. In V. O. Pang & L. L. R. Cheng (Eds.), Struggling to be heard: The unmet needs of Asian Pacific American children (pp. 27-43). Albany: State University of New York Press.
13. Gillam, R., McFadden, T. U., & van Kleeck, A. (1995). Improving narrative abilities: Whole language and language skills approaches. In M. Fey, J. Windsor, & S. F. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 145-182). Baltimore: Brookes.
14. Glenn, C., & Stein, N. (1980). Syntactic structures and real world themes in stories generated by children. Urbana: University of Illinois Center for the Study of Reading.
15. Gutiérrez-Clellen, V. F. (1995). Narrative development and disorders in Spanish-speaking children: Implications for the bilingual interventionist. In H. Kayser (Ed.), Bilingual speech-language pathology: An Hispanic focus (pp. 97-128). San Diego, CA: Singular.
16. Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics & Education, 13, 175-197.
17. Gutiérrez-Clellen, V. F., & DeCurtis, L. (in review). Narrative ability of Spanish-speaking children with specific language impairments.
18. Gutiérrez-Clellen, V. F., & Kreiter, J. (2003). Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics, 24, 267-288.
19. Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services in Schools, 32, 212-224.
20. Gutiérrez-Clellen, V., & Quinn, R. (1993). Assessing narratives in diverse cultural/linguistic populations: Clinical implications. Language, Speech, and Hearing Services in Schools, 24, 2-9.
21. Hansen, C. (1978). Story retelling used with average and learning disabled readers as a measure of reading comprehension. Learning Disability Quarterly, 1, 62-69.
22. Heath, S. B. (1986). Taking a cross cultural look at narratives. Topics in Language Disorders, 7(1), 84-95.
23. Hedberg, L., & Stoel-Gammon, C. (1986). Narrative analysis: Clinical procedures. Topics in Language Disorders, 7(1), 58-69.
24. Hedberg, N. L., & Westby, C. E. (1993). Analyzing story skills: Theory to practice. Tucson, AZ: Communication Skills Builders.
25. Hughes, D., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications.
26. Jennings, I. Y. (1984). Filipino English: Contrastive analysis in three syntactic structures. Unpublished master's thesis, University of Texas-Austin.
27. Johnston, J. (1982). Narratives: A new look at communication problems in older language-disordered children. Language, Speech, and Hearing Services in Schools, 13, 144-155.
28. Kaderavek, J. N., & Justice, L. M. (2005). The effect of book genre in the repeated readings of mothers and their children with language impairment: A pilot investigation. Child Language Teaching & Therapy, 21(1), 75-92.
29. Kayser, H. (Ed.). (1995). Bilingual speech-language pathology: A Hispanic focus. San Diego, CA: Singular.
30. Kritikos, E. P. (2003). Speech-language pathologists' beliefs about language assessment of bilingual/bicultural individuals. American Journal of Speech-Language Pathology, 12, 73-91.
31. Kroeger, P. (1993). Phrase structure and grammatical relations in Tagalog. Stanford, CA: CSLI Publications.
32. Leadholm, B. J., & Miller, J. F. (1995). Language sample analysis: The Wisconsin guide. Madison: Wisconsin Department of Public Instruction.
33. Mattes, L. J. (1991). Bilingual children with communicative disorders: Referral guidelines. Oceanside, CA: Academic Communication Associates.
34. Mayer, M. (1967). A boy, a dog and a frog. New York: Dial Books for Young Readers.
35. Miller, J., & Chapman, R. (1984). Disorders of communication: Investigating the development of language of mentally retarded children. American Journal of Mental Deficiency, 88, 536-545.
36. Miller, J., & Chapman, R. S. (2002). SALT for Windows (Research Version 7.0) [Computer software]. Madison: University of Wisconsin-Madison, Waisman Center, Language Analysis Laboratory.
37. Miller, L. (2000a). Bird and his ring. Austin, TX: Neon Rose Productions.
38. Miller, L. (2000b). Two friends. Austin, TX: Neon Rose Productions.
39. Miller, L., Gillam, R. B., & Peña, E. (2001). Dynamic assessment and intervention. Austin, TX: Pro-Ed.
40. Muñoz, M. L., Gillam, R. B., Peña, E. D., & Gulley-Faehnle, A. (2003). Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools, 34, 332-342.
41. Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders, 38, 287-313.
42. Page, J. L., & Stewart, S. R. (1985). Story grammar skills in school-age children. Topics in Language Disorders, 1, 16-30.
43. Peña, E., Gillam, R., Malek, M., Felter, R., Resendiz, M., Fiestas, C., & Sabel, T. (in review). Dynamic assessment of children from culturally diverse backgrounds: Applications to narrative assessment.
44. Quinn, R., Goldstein, B., & Peña, E. (1996). Cultural/linguistic variation in the United States and its implications for assessment and intervention in speech-language pathology: An introduction. Language, Speech, and Hearing Services in Schools, 27, 345-346.
45. Ramos, T. (1975). Tagalog structures. Honolulu: University Press of Hawaii.
46. Rand, M. (1984). Story schema: Theory, research and practice. The Reading Teacher, 37, 377-382.
47. Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). "Frog, where are you?" Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome. Brain & Language, 88, 229-247.
48. Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1398-1411.
49. Reuterskiöld Wagner, C., Nettelbladt, U., & Sahlén, B. (2001). Giving the crucial information: Performance on a referential communication task in Swedish children with language impairment. International Journal of Language and Communication Disorders, 36(4), 433.
50. Roseberry-McKibbin, C. (1997). Understanding Filipino families: A foundation for effective service delivery. American Journal of Speech-Language Pathology, 6(3), 5-14.
51. Roseberry-McKibbin, C. A., & Eicholtz, G. E. (1994). Serving children with limited English proficiency in the schools: A national survey. Language, Speech, and Hearing Services in Schools, 25, 156-164.
52. Schiff-Myers, N. B., Djukic, J., McGovern-Lawler, J., & Perez, D. (1994). Assessment considerations in the evaluation of second-language learners: A case study. Exceptional Children, 60, 237-248.
53. Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing (pp. 53-120). Norwood, NJ: Ablex.
54. Stockman, I. (1996). The promises and pitfalls of language sample analysis as an assessment tool for linguistic minority children. Language, Speech, and Hearing Services in Schools, 27, 355-366.
55. Tracy, R. (1995). Child language in contact: Bilingual language acquisition (English/German) in early childhood. Habilitationsschrift, Germany: University of Tübingen.
56. U.S. Bureau of Census. (2000). The Asian population. Retrieved June 9, 2003, from http://www.census.gov/prod/2002pubs/c2kbr01-16.pdf
57. Wagner, C. R., Sahlén, B., & Nettelbladt, U. (1999). What's the story? Narration and comprehension in Swedish preschool children with language impairment. Child Language Teaching and Therapy, 15(1), 113-137.
58. Westby, C. E. (1984). Development of narrative language abilities. In G. Wallach & K. Butler (Eds.), Language and learning disabilities in school-age children (pp. 103-127). Baltimore: Williams and Wilkins.
59. Woods, A., Peña, E., & Martin, F. (2004). Exploring possible socio-cultural bias on the SCAN-C. American Journal of Audiology, 13, 173-184.