Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early…

Academic English has drawn criticism for its hegemonic status, and its dominance and legitimization as an "appropriate" language variety within academic and mainstream discourse communities have been problematized for stigmatizing home languages and dialects of multilingual and multidialectal students. However, students' proficiency in…

Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to…

In second language acquisition, it is well known that an early age of onset and an extensive amount of naturalistic input are key elements promoting successful learning outcomes. What is less well known is what outcomes we can expect when the main source of these elements is full-immersion schooling, defined for the purposes of this study as a…

The knowledge relating to the effect of learning a second language (L2) on the mother tongue (L1) is relatively limited. Most studies focused on linguistic and reading skills, but we did not find studies relating to handwriting performance. Our study focused on the transfer effect of handwriting performance from Hebrew L2 to Arabic L1. The sample…

Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…

Background: The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this…

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native…

A report on the state of the research in bilingualism among children to determine whether or not first and second languages are acquired in the same way. Several studies are described and classified; usage, pronunciation, interference and the question of dominant language are discussed. (Text is in French.) (AMH)

Discusses the social and linguistic problems of children living in Sweden who have at least one Italian immigrant parent. (CFM)

In this study, Spanish language samples were collected for a young bilingual Puerto Rican Spanish-English speaking child during a 2-year period (ages 4-6). Results suggest a progressive reduction of morphological and syntactical complexity in Spanish. The observed errors tended to affect mainly Spanish inflectional morphology. Implications for…

Lexical interference in the recall of adult Finnish/Swedish bilinguals with Finnish dominant is studied. The error patterns of short-term recall of words presented by category in either Swedish or Finnish were examined for translations, lexical substitutions, and intrusions or false recalls of non-occurring words. Individual differences in…

Discusses Krashen's monitor model and input hypothesis of language acquisition, focusing on the implications of this hypothesis among Hispanic bilinguals in an English speaking-teaching-reading-problem-solving environment. The hypothesis maintains that individuals acquire more language only when they are exposed to comprehensible input that is a…

The development of the English as a Second Language Assessment Battery (ESLAB) was based on needs indicated by achievement and placement statistics. The selection of the proficiency skills (listening, speaking, reading, and writing) was supported by changing views in language assessment and by legislation. Andrew D. Cohen's language model was…

Seventy-one subjects (22 English monolinguals, 23 Spanish monolinguals, and one bilingual group comprised of 19 Spanish-dominant and 7 English-dominant bilinguals) were assessed by means of the Woodcock-Johnson Psycho-Educational Battery and the Woodcock-Johnson Language Proficiency Battery at the beginning of kindergarten and first grade. These…