Academic speech in the higher education community is an important form of communication and connection for scholars. Metacognition of academic speech for international multilingual graduate students is an understudied area. The purpose of the current study was to understand metacognition during academic speech for international multilingual…

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…

Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to…

Background & Aims: Given that standardized language measures alone are inadequate for identifying functionally defined developmental language disorder (fDLD), this study investigated whether non-linguistic cognitive abilities (procedural learning, motor functions, executive attention, processing speed) can increase the prediction accuracy of…

Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social…

This experiment investigated comprehension monitoring in children learning English as an additional language (EAL) compared to monolinguals. Sixty-three 9-10-year-old children read texts containing an internal inconsistency (e.g. a barking kitten vs. barking puppy) while their eye movements were monitored. Standardized tests measured word reading…

Purpose: The purpose of this study was to compare masked English speech recognition thresholds between Spanish-English bilingual and English monolingual children and to evaluate effects of age, maternal education, and English receptive language abilities on individual differences in masked speech recognition. Method: Forty-three Spanish-English…

In this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting…

The present study aims at exploring: (a) the role of the educational setting in the acquisition of aspect and executive functions (i.e. updating) skills, (b) the acquisition of the aspectual features in Greek-German bilingual children and (c) the impact of updating on the acquisition of aspect. Imperfective aspect has been found to be acquired…

This article reports results from a longitudinal study from age 4 to 7 of comprehension and production of narrative macrostructure in Swedish monolingual children (N = 17). "Baby Birds/Baby Goats" from the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) were used to elicit narratives and ask comprehension questions at age…

We report on an analysis of spontaneous gesture production in 2-year-old children who come from three countries (Italy, United Kingdom, Australia) and who speak two languages (Italian, English), in an attempt to tease apart the influence of language and culture when comparing children from different cultural and linguistic environments.…

Bilingual experience has an impact on an individual's linguistic processing and general cognitive abilities. The relation between these linguistic and non-linguistic domains, in turn, is mediated by individual linguistic proficiency and developmental changes that take place across the lifespan. This study evaluated this relationship by assessing…

This study tested whether bilingual children show a lag in semantic development (the schematic-categorical shift) relative to monolingual children due to smaller vocabularies within a language. Twenty French-English bilingual and twenty English monolingual children (seven to ten years old) participated in a picture-naming task in English. Their…

Purpose: The purpose of the study was to determine why perceived spatial separation provides a greater release from informational masking in Chinese than English when target sentences in each of the languages are masked by other talkers speaking the same language. Method: Monolingual speakers of English and Mandarin Chinese listened to…