The present study examines the mechanisms of lexical case acquisition in Russian by two-to-five-year-old Russian monolingual (n = 54) and Russian-English bilingual children (n = 38). Participants performed a picture-based sentence completion task. Sentences were constructed to elicit production of real Russian words (n = 24) and nonce words (n =…

The paper presents results from a fieldwork study with Russian Roma children. Two groups of children, 6-8 years and 8-10 years old, were involved in the study. Before the pandemic crisis began in Russia, a large number of Roma children were kept home by the parents. The study was conducted in a Roma settlement of a small town not so far from…

In this study, we investigated crosslinguistic influence (CLI) at developmental stages of third language (L3) acquisition of English by Russian--Norwegian children (N = 31). We tested seven linguistic properties within three linguistic modules (morphology, syntax and syntax-semantics). We compared the L3 learners to Norwegian (N = 90) and Russian…

To investigate cross-linguistic lexical and syntactic influences in grammatical gender in early bilingualism, we tested 12 simultaneous, 12 early successive bilingual Russian-German children, and 15 monolingual German children aged 8-9 years. An elicited production task in German shows that all bilingual children assign target gender to nouns,…

Although a considerable number of studies have shown D(eterminer) elements, i.e. determiners and pronominal clitics, to be particularly vulnerable to impairment in monolingual children with Developmental Language Disorder (DLD), little is known about the use of appropriate or/and grammatically correct referring expressions in the children's…

This study addresses the question of how age of acquisition (AoA) affects grammatical processing, specifically with respect to inflectional morphology, in bilinguals. We examined experimental data of more than 100 participants from the Russian/German community in Berlin, all of whom acquired Russian from birth and German at different ages. Using…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

The relevance of this study is due to migration processes in Russia, the emergence in Russian schools of migrant children. School practice shows that the education of migrant children the Russian language has its own specifics related to the problems of bilingualism (bilingualism), ethnic identification, insufficient knowledge of the Russian…

Verb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English-Hebrew and Russian-Hebrew preschool children, aged five…

This study presents and analyzes the comprehension of relative clauses in child and adult speakers of Russian, comparing monolingual controls with Russian heritage speakers (HSs) who are English-dominant. Monolingual and bilingual children demonstrate full adultlike mastery of relative clauses. Adult HSs, however, are significantly different from…

This study looks at the relationship between L1 (Russian) attrition and L1 reading ability in Russian-English-speaking bilingual children. Ten Russian-English bilingual children and 10 adults participated in this study. Nine out of 10 children participants were born in the US and used L1 as their primary language of interaction within the family,…

This dissertation compares the knowledge of Russian Verbal Aspect in two types of learners enrolled in college level Russian courses: foreign language learners of Russian whose native language is English and heritage language speakers of Russian whose dominant language at the time of study is English. Russian Aspect is known to be problematic both…

Cross-linguistic borrowing (overt use of words from the other language) and transfer (use of semantic or syntactic structures from the other language without active switching to that language) were examined during language production in Russian-English bilinguals. Grammatical category (noun/verb) and level of concreteness were found to influence…

Examines how second-language knowledge is integrated with the first, noting elements of native language development that are most resistant to influence from second languages and those that are most permeable. Discusses how the process of integration and influence can be universal or different depending on the language, using data from native…

The research resumes presented here comprise the responses received by the Stanford Child Language Project to a general request for reports on research in progress. These reports include all those distributed at the Child Language Research Forum in April 1973. The resumes cover a wide range of topics and present, in order, the following…