age of acquisiton of irregular past tense verbs

Variation in bilingual versus monolingual learning context may also alter the pattern of deficit in the respective languages ( Morgan et al., 2013). Changes to each language, known as bilingual effects, can result in error patterns that simulate impairment or delay in both languages ( Castilla-Earls, Restrepo, Perez-Leroux, & Gray, 2015 Kohnert, 2010). The diagnosis of DLD in bilingual children is complex. Grammatical deficits are most common, although the problems often extend to other cognitive functions, such as memory, visual rotation, perception, attention, speed of processing, and executive functions ( Schwartz, 2017). Importantly, pieces of evidence of deficits in both languages are essential for the diagnosis of DLD in bilingual children. The estimated prevalence of DLD is 7% in monolingual English speakers ( Tomblin et al., 1997) a similar prevalence is assumed for bilingual children.

Consequently, DLD is employed throughout our article even for previous research that used other terms. Although SLI has been the preferred term in research practices ( Leonard, 2014 Schwartz, 2017), use of the term DLD coincides with international efforts to reduce the confusion involving separate terms for research and clinical practice. All describe a heterogeneous grouping of children who, for no apparent clinical reason (e.g., hearing loss, intellectual disability, neurological impairment, behavioral disorder, or structural deficit), exhibit unusual difficulty in acquiring language ( Leonard, 2014). Fluctuations in the amount and quality of English input received at different stages of learning may result in qualitative differences that include features influenced by the first language (L1) or usage patterns characteristic of other children and adults in the community who may be in the intermediate stages of learning English ( Hoff et al., 2012 Morgan, Restrepo, & Auza, 2013 Paradis, 2010).ĭevelopmental language disorder (DLD) is a term recommended to replace previous terminology (e.g., specific language impairment primary language impairment or simply, language impairment ). Active use of more than one language may result in a profile for each language distinct from that of monolinguals. Compared with other languages spoken in the United States, Spanish is ranked as the language that is used most often (57 million speakers) and most likely to be maintained ( U.S. To optimize learning, efficiency of recast distribution as well as rate must be considered.Developmental language data for children who learn English as a second language (L2) while maintaining Spanish are scarce. Increasing recast density to the modest levels in this brief intervention experiment did not benefit children with SLI and led to poorer learning for children with TL. Contrary to expectations, at higher intervention-like recast densities, the SLI group did not improve their accuracy, and the TL group performances were significantly poorer (d = 0.47).Īt conversational levels, recasts facilitated greater verb learning than models alone but only in the TL group. Outcomes were based on spontaneous conversational productions and a post-test probe.Īs predicted, at conversation-like densities, children with TL more accurately produced the target verbs they heard in recasts than in nonrecast models (d = 0.58), children with SLI showed no differences, and children with TL produced the verbs more accurately than did children with SLI (d = 0.54). Thirteen children (7-8 years of age) with SLI and 13 language-similar children (5-6 years of age) with TL were exposed to 3 recast densities of novel irregular past tense verbs (none, conversation-like, intervention-like) over 5 sessions. This experiment tested whether this apparent paradox could be attributed to variations in the density of recasts in conversation versus intervention. Proctor-Williams, 1999) and the ability to learn from recasts in intervention as quickly as do children with TL (K. Children with specific language impairment (SLI) lag behind children with typical language (TL) in their grammatical development, despite equivalent early exposure to recasts in conversation (M.

Age of acquisiton of irregular past tense verbs