Adapting a Picture Description Task for Grammatical Analysis in English–Spanish Bilingual Preschool Children.
The purpose of this study was to assess the use of an adapted picture description task described by Eisenberg and Guo to explore the morphosyntactic error patterns of English–Spanish preschool simultaneous bilingual learners. Language samples were collected from 28 bilingual preschool children aged...
| Publicado en: | Communication Disorders Quarterly Vol. 42; no. 3; pp. 185 - 193 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149787305&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149787305 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15257401 9WH jtl: Communication Disorders Quarterly issn: 15257401 maglogo: N pubinfo: dt: May2021 vid: 42 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 149787305 146288468 149787305 149787305 10.1177/1525740120950274 149787305 ppf: 185 ppct: 8 formats: tig: atl: Adapting a Picture Description Task for Grammatical Analysis in English–Spanish Bilingual Preschool Children. aug: au: Smith, Vanesa P. Cano, Isabel Lozada, Lisa Summers, Connie affil: Region 19: Early Childhood Intervention, El Paso, TX, USA sug: subj: Language Tests Instrument Adaptation Instrument Validation Task Performance and Analysis Grammar Evaluation Multilingualism In Infancy and Childhood Spanish Language English as a Second Language Language Disorders Diagnosis Human Funding Source Child, Preschool Descriptive Statistics Questionnaires Male Female Language Development Pilot Studies Validation Studies Child, Preschool: 2-5 years Male Female ab: The purpose of this study was to assess the use of an adapted picture description task described by Eisenberg and Guo to explore the morphosyntactic error patterns of English–Spanish preschool simultaneous bilingual learners. Language samples were collected from 28 bilingual preschool children aged 3 to 5 years. Language samples were elicited in both English and Spanish using a series of pictures and elicitation questions/prompts. Twenty-one participants produced a language sample in only one language (16 in English and 5 in Spanish) and seven participants produced language samples in both languages. Language samples were analyzed for grammaticality and error types. There were a higher number of fragments, tense marker, and grammatical morphemes errors in English. In Spanish, the children demonstrated more argument structure and pronominal form errors than in English. The adapted picture description task demonstrated sensitivity to common errors in English and Spanish and shows promise for use with bilingual populations. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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