Purpose: Typically developing (TD) bilingual children usually produce narratives with preserved macrostructure (i.e., narrative scheme) but with impaired microstructure (i.e., language complexity). As for monolingual and bilingual children with developmental language disorder (DLD), they usually produce narratives with both impaired macro- and…

Bilingual children's total vocabulary in each of their languages is often smaller than that of monolinguals. In their seminal study, Bialystok et al. (2010. 'Receptive vocabulary differences in monolingual and bilingual children.' "Bilingualism: Language and Cognition" 13 (4): 525-531) divided children's vocabulary into 'home' and…

This study provides a preliminary validation of a Greek Sentence Repetition Task (SRT) with a sample of 110 monolingual and bilingual typically developing (TLD) children and examines the test's ability to distinguish between Greek monolingual children and age-matched Albanian-Greek bilinguals using a Receiver Operating Characteristics (ROC)…

This study investigates the grammatical skills of typically developing Oromo-speaking preschool-age children and lays the foundation for a language assessment tool for Oromo, a Cushitic language spoken in Ethiopia. The current study used a standard picture-based elicitation task that evaluated children's accuracy in producing grammatical…

This article uses cognitive measures previously developed within linguistic relativity research to explore the thinking patterns of Yucatec Maya-Spanish bilingual children in the Yucatan peninsula. These measures were designed to detect cognitive patterns associated with specific language patterns. Here, these measures are used to test whether 12…

Many universities in non-English speaking countries have been adopting English as a medium of instruction to internationalize their education. We set out to compare the language policies of a Finnish and a Japanese university using the lens of language ideology -- a set of normative beliefs about the social dimension of language. Data were…

A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive…

Morphological knowledge is known to be positively associated with reading ability. However, whether morphological knowledge affects children's learning of new orthographic representations is less clear. Purpose: This study aimed to investigate morphological effects on orthographic learning in English, and whether this effect, if any, is different…

Despite the extensive research on bilingual development, our understanding of how lexical competition unfolds in the bilingual mind remains limited. Previous studies have predominantly focused on crosslinguistic competition, neglecting the examination of the competition process within each language and the influence of diverse bilingual…

Monolingual studies contrasting memory for positive versus negative emotion-laden words have generally used single-trial paradigms and have produced inconsistent results (no difference or an advantage for either positive or negative valence). However, monolingual studies with multiple presentations of stimuli have consistently found a positivity…

This study examined the role of child cognitive abilities for procedural and declarative learning in the earliest stages of second language (L2) exposure. In the context of a computer game, 53 first language Italian monolingual children were aurally trained in a novel miniature language over 3 consecutive days. A mixed effects model analysis of…

Purpose: The current study examined the role of attention and language ability in nonverbal rule induction performance in a demographically diverse sample of school-age children. Method: The participants included 43 English-speaking monolingual and 65 Spanish-English bilingual children between the ages of 5 and 9 years. Core Language Index…

Previous studies found that bilingual children and adults with typical language development (TLD) perform better than monolinguals in novel word learning, but show lower scores on lexical retrieval tasks (e.g., naming known words). Children with developmental language disorder (DLD) lack in their abilities in both tasks compared with children with…

During narration, speakers constantly choose appropriate referential forms (nominals or pronominals). Children may engage in this reference marking differently than adults. Discourse- or listener-oriented approaches make different predictions about referential behaviour in cognitively demanding situations: the first predicts a higher number of…

While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English-Arabic and Arabic-English bilinguals…