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Using Parental Questionnaires to Investigate the Heritage Language Proficiency of Bilingual Children
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Abbot-Smith, Kirsten; Morawska-Patera, Patrycja; Luniewska, Magdalena; Spruce, Megan; Haman, Ewa – Child Language Teaching and Therapy, 2018
We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish-English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These…
Descriptors: Questionnaires, Parent Attitudes, Bilingualism, English
The Wrong Side of the Tracks: Starting School in a Socially Disadvantaged London Borough
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Alsford, Elizabeth; Ralephata, Andrew; Bolderson, Sarah; Curtin, Martina; Parish, Esther; Klaber, Victoria; Griffin, Sue; Nash, Lisa; Cullen, Rachel; Musoke, Brenda; Bhalla, Sangheeta; Walker, Lindsay; Duffer, Luisa; O'Sullivan, Sylvia; Knowland, Victoria; Cozens, Suzanne; McLaren, Lindsey; Camilleri, Bernard; Halil, Suzan; Furze, Rachael; Leung, Wai; O'Gorman, Ciara; Carver, Verity; Young, Dorothy; Pring, Tim – Child Language Teaching and Therapy, 2017
Substantial evidence exists that social circumstances can affect children's language development. As a result many children in socially deprived areas start school with delayed language, which may persist and adversely affect their attainment. We assessed the language of children in seven reception classes in a London (UK) borough and followed the…
Descriptors: Language Acquisition, English, Native Language, English (Second Language)
Evaluation of a Principled Approach to Vocabulary Learning in Mainstream Classes
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St. John, Pip; Vance, Maggie – Child Language Teaching and Therapy, 2014
Research indicates that a significant number of children enter primary school with insufficient vocabulary knowledge. This study investigates whether a small group daily word learning programme delivered by the class teacher can improve word learning in young children. Eighteen children, aged five to six years, with English as an additional…
Descriptors: Foreign Countries, Vocabulary, Vocabulary Development, Program Effectiveness
Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
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Hasson, Natalie; Camilleri, Bernard; Jones, Caroline; Smith, Jodie; Dodd, Barbara – Child Language Teaching and Therapy, 2013
The DAPPLE (Dynamic Assessment of Preschoolers' Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of…
Descriptors: Learning Problems, Speech Therapy, Phonology, Bilingualism
"I Don't Come out with Big Words like Other People": Interviewing Adolescents as Part of Communication Profiling
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Spencer, Sarah; Clegg, Judy; Stackhouse, Joy – Child Language Teaching and Therapy, 2010
Assessing adolescent language skills poses significant challenges due to the subtle nature of language proficiency at this age, along with the high linguistic demands both academically and socially. As with young children, the current range of language assessments designed specifically for adolescents mostly includes standardized tests. This…
Descriptors: Standardized Tests, Adolescents, Interviews, Program Effectiveness