Potapova Irina, Pruitt-Lord Sonja L
San Diego State University, School of Speech, Language, and Hearing Sciences, 5500 Campanile Drive, San Diego, CA 92182-1518, USA; San Diego State University & University of California, San Diego.
San Diego State University, School of Speech, Language, and Hearing Sciences, 5500 Campanile Drive, San Diego, CA 92182-1518, USA.
J Monolingual Biling Speech. 2019 Jun 24;1(1):118-142. doi: 10.1558/jmbs.11125.
Best practice for bilingual speakers involves considering performance in each language the client uses. To support this practice for young clients, a comprehensive understanding of how bilingual children develop skills in each language is needed. To that end, the present work investigates relative use of English tense and agreement (T/A) morphemes - a skill frequently considered as part of a complete language assessment - in Spanish-English developing bilingual preschoolers with varying levels of language ability. Results indicate that developing bilingual children with both typical and weak language skills demonstrate greater use of copula and auxiliary relative to third person singular, past tense and auxiliary . Findings thus reveal a relative ranking of T/A morphemes in developing bilingual children that differs from that of English monolingual children, who demonstrate relatively later emergence and productivity of auxiliary In turn, findings demonstrate the importance of utilizing appropriate comparisons in clinical practice.
双语使用者的最佳实践包括考虑客户所使用的每种语言的表现。为了支持针对年轻客户的这种实践，需要全面了解双语儿童如何在每种语言中发展技能。为此，本研究调查了西班牙语 - 英语双语发展阶段的学龄前儿童（语言能力水平各异）对英语时态和一致（T/A）语素的相对使用情况——这一技能常被视为完整语言评估的一部分。结果表明，语言技能正常和较弱的双语发展阶段儿童相对于第三人称单数、过去时和助动词，更多地使用系动词和助动词。研究结果揭示了双语发展阶段儿童中T/A语素的相对排序，这与英语单语儿童不同，英语单语儿童助动词的出现和使用相对较晚。相应地，研究结果证明了在临床实践中进行适当比较的重要性。
