Ebert Kerry Danahy, Reilly Madeline
Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities.
Biling (Camb Engl). 2022 Mar;25(2):296-306. doi: 10.1017/s1366728921000985. Epub 2021 Nov 8.
Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish-English bilingual children with DLD and a group of typically-developing peers. Within each group, current usage in the home, length of L2 exposure, gender, maternal education, analytical reasoning, and number of L1 conversational partners were used to predict proficiency in each language. Results showed that home language environment, particularly home L2 usage, strongly predicted L1 proficiency but had less influence on the L2. Female gender predicted L1 skills in both groups, whereas analytical reasoning predicted both L1 and L2 but only for children with DLD. This study expands the limited literature on how children with DLD interact with their environment to learn two languages.
患有发育性语言障碍（DLD）的儿童在语言学习能力方面存在缺陷，这可能会影响他们利用环境机会学习两种语言的互动情况。本研究探讨了一组患有DLD的学龄西班牙-英语双语儿童和一组发育正常的同龄人中，第一语言（L1）和第二语言（L2）的熟练程度与一系列环境和个人变量之间的关系。在每个组中，家庭中的当前语言使用情况、L2接触时长、性别、母亲教育程度、分析推理能力以及L1对话伙伴的数量被用来预测每种语言的熟练程度。结果表明，家庭语言环境，尤其是家庭中L2的使用情况，能强烈预测L1的熟练程度，但对L2的影响较小。女性性别在两组中都能预测L1技能，而分析推理能力则能预测L1和L2，但仅适用于患有DLD的儿童。本研究扩展了关于患有DLD的儿童如何与环境互动以学习两种语言的有限文献。
