Department of Rehabilitation Sciences, Ghent University, Gent, Belgium.
Faculty of Humanities, Department of Speech-Language Pathology and Audiology, University of Pretoria, Pretoria, South Africa.
Folia Phoniatr Logop. 2024;76(2):192-205. doi: 10.1159/000533620. Epub 2023 Aug 21.
Due to the heterogeneity in language trajectories and differences in language exposure, a lot of bilingual children could use some extra support for the acquisition of the school language to reduce the risk of language problems and learning difficulties. Enhancing bilingual children's narrative abilities in the school language could be an efficient approach to advance the general school language abilities as well. Therefore, this study aimed to investigate whether a narrative intervention could improve both general and narrative school language abilities of typically developing bilingual (Turkish-Dutch) children.
Nineteen Turkish-Dutch bilingual children (6-9.9 years) were enrolled in this single-arm early efficacy study. The intervention procedure was administered in the school language (Dutch) and based on a test-teach-retest principle with two baseline measurements. At baseline 1, the expressive, receptive, and narrative language abilities were determined. The second baseline measurement consisted of a second measurement of the narrative abilities. Subsequently, a weekly 1-h group-based intervention was implemented during 10 sessions. After the intervention phase, the expressive, receptive, and narrative language abilities were tested again.
After the intervention, the children produced significantly more story structure elements compared to both baseline measurements. No significant differences were found for microstructure narrative measures. The participants had significantly higher scores on the expressive and receptive language measurements post-intervention.
These findings suggest that the intervention could be an efficient approach to stimulate the second language development of bilingual children.
由于语言轨迹的异质性和语言接触的差异，许多双语儿童可能需要额外的支持来学习学校语言，以降低语言问题和学习困难的风险。提高双语儿童的学校语言叙事能力可能是提高一般学校语言能力的有效方法。因此，本研究旨在调查叙事干预是否可以提高典型发展的双语（土耳其语-荷兰语）儿童的一般和叙事学校语言能力。
19 名土耳其-荷兰双语儿童（6-9.9 岁）参加了这项单臂早期疗效研究。干预程序以测试-教学-再测试原则为基础，在学校语言（荷兰语）中进行，共进行了两次基线测量。在基线 1 时，确定了表达性、接受性和叙事性语言能力。第二次基线测量包括对叙事能力的第二次测量。随后，在 10 个阶段中每周进行一次 1 小时的小组干预。干预阶段结束后，再次测试表达性、接受性和叙事性语言能力。
干预后，与两次基线测量相比，儿童产生的故事结构元素明显更多。微观结构叙事措施没有发现显著差异。参与者在干预后在表达性和接受性语言测量方面的得分显著提高。
这些发现表明，该干预措施可能是促进双语儿童第二语言发展的有效方法。
