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Bilingual Children with Specific Language Impairment and Standardized Assessments: Preliminary Findings from a Study of Children in Language Units

Crutchley, Alison, Conti-Ramsden, Gina and Botting, Nicola (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 (2). pp. 117-134. ISSN 1367-0069

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Abstract

Bilingual children (N = 27, aged 6-8) with specific language impairment & enrolled in language units attached to mainstream private schools in England are compared with their monolingual peers (N = 242). Results of standardized speech & language assessments suggest that children with semantic &/or pragmatic difficulties perform differently than children without such difficulties & that the relationships between bilinguals' & monolinguals' scores are significantly different for the two groups. The variety of combinations of language difficulties was smaller for bilinguals, although this did not seem to have a direct influence on test scores. It was determined, however, that accounting for severity of difficulties did help to explain test score differences for bilingual children without semantic &/or pragmatic difficulties. Current knowledge regarding the assessment & treatment of bilingual students with special educational needs in England is reviewed in light of preliminary results of this study, & suggestions for further research are offered. 3 Tables, 1 Appendix, 39 References. Adapted from the source document

Item Type: Article
Subjects: P Language and Literature > PE English
P Language and Literature > P Philology. Linguistics
L Education > L Education (General)
Schools: School of Music, Humanities and Media
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Depositing User: Graham Stone
Date Deposited: 30 Oct 2008 12:46
Last Modified: 30 Oct 2008 12:46
URI: http://eprints.hud.ac.uk/id/eprint/2509

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