Missouri State University.
University of Texas at Dallas.
J Commun Disord. 2021 Jul-Aug;92:106110. doi: 10.1016/j.jcomdis.2021.106110. Epub 2021 May 14.
This longitudinal study examined trajectories of Spanish language growth and loss in 34 Spanish-English bilingual children attending an English immersion school. Narrative retell language samples were collected in Spanish across 3 years using wordless, picture storybooks. Digital audio recordings were transcribed, coded, and analyzed for mean length of utterance in words, proportion of grammatical utterances, and moving-average type-token ratio. Code switching into English was also coded at the word level to determine its potential impact on moving-average type-token ratio. Growth curve models were used to estimate the change over time for each outcome measure. The findings indicated that the Spanish-English bilingual participants who attended an English immersion school demonstrated loss of Spanish grammatical and lexical production (as defined by encompassing maintenance and or significant deceleration) from preschool through kindergarten, and that the degree of loss in lexical production was impacted by whether code switching was included or excluded. The findings are discussed in the context of clinical decision-making when assessing the Spanish expressive language abilities of this specific population.
本纵向研究调查了 34 名在英语沉浸式学校就读的西班牙语-英语双语儿童的西班牙语增长和减少轨迹。在 3 年内，使用无字图画故事书以西班牙语收集了叙事复述语言样本。对平均话语长度（以单词为单位）、语法话语比例和移动平均类型-令牌比进行了数字音频记录的转录、编码和分析。还对单词级别的英语代码转换进行了编码，以确定其对移动平均类型-令牌比的潜在影响。使用增长曲线模型来估计每个结果测量的随时间变化。研究结果表明，在英语沉浸式学校就读的西班牙语-英语双语参与者表现出从学前到幼儿园期间西班牙语语法和词汇生产的减少（根据涵盖维持和/或显著减速来定义），并且词汇生产的减少程度受到是否包括或排除代码转换的影响。在评估这一特定人群的西班牙语表达能力时，讨论了临床决策的背景。
