Article published in:Language Impairment in Bilingual Children: State of the art 2017
Edited by Theodoros Marinis, Sharon Armon-Lotem and George Pontikas
[Linguistic Approaches to Bilingualism 7:3/4] 2017
► pp. 359–393
Language performance of sequential bilinguals on an Irish and English sentence repetition task
Currently there are no standardized language assessments for English-Irish bilingual school age children that would test languages in a comparable way. There are also no standardized language assessments of Irish for this age group. The current study aimed to design comparable language assessments in both languages targeting structures known to be challenging for children with language impairments. A sentence repetition (SRep) task equivalent to the English SRep task (Marinis, Chiat, Armon-Lotem, Piper, & Roy, 2011) was designed for Irish. Twenty-four typically developing, sequential bilingual children immersed in Irish in the educational setting performed better on the English SRep task than on the Irish SRep task. Different patterns were observed in language performance across sentence types with performance on relative clauses being particularly poor in Irish. Similarly, differences were observed in error patterns with the highest number of errors of omission in Irish, and the highest number of substitution errors in English.
Keywords: Irish, bilingualism, sentence repetition, sequential bilingualism, minority language
Published online: 05 April 2017
Adani, F., van der Lely, H. K., Forgiarini, M., & Guasti, M. T.
Archibald, L. M. D., & Joanisse, M. F.
Armon-Lotem, S., & de Jong, J.
Armon-Lotem, S., Gagarina, N., & Walters, J.
Blom, E., & Vasić, N.
Butler, G. Y. & Hajuta, K.
Chiat, S., Armon-Lotem, S., Marinis, T., Polišenská, K., Roy, P. & Seeff-Gabriel, B.
Chondrogianni, V., & Marinis, T.
Conti-Ramsden, G., Botting, N., & Faragher, B.
Crago, M. B. & Gopnik, M.
Friedmann, N., & Novogrodsky, R.
Fritzelle, P., & Fletcher, P.
(2013) Retrieved 1st October 2013, from http://www.gaelscoileanna.ie/en/about/statistics/.
(2013) What is immersion education? Retrieved 1st October 2013, from http://www.gaelscoileanna.ie/en/immersion-education/cad-e-tumoideachaswhat-is-immersion-education/.
Gathercole, V. C.
Goodluck, H., Guilfoyle, E., & Harrington, S.
Goodluck, H., & Stojanović, D.
Harris, J., Forde, P., Archer, P., Nic Fhearaile, & O’Gorman, M.
Hickey, T. M.
Laws, G., & Bishop, D. V. M.
Lofranco, L. A. L., Peña, E. D., & Bedore, L. M.
Marinis, T, Chiat, S, Armon-Lotem, S, Piper, J., & Roy, P.
(2011) School-age sentence imitation test- E32. In COST ACTION ISO804, Language impairment in a multilingual society: Linguistic patterns and the road to assessment. Retrieved 5th March 2012, from http://www.bi-sli.org/.
Marinis, T., & Armon-Lotem, S.
Marinis, T., & Saddy, D.
Marshall, C., Marinis, T., & van der Lely, H.
Měchura, M. B.
(2015) Irish Word Frequency List. Retrieved from http://www.lexiconista.com/datasets/frequency-ga/
Meir, N., Walters, J., & Armon-Lotem. S.
Montgomery, J., & Evans, J.
Muckley Uí Chomhraí, S. A., & Antonijević, S.
Muckley, S. A.
Ó Giollagáin, C., Mac Donnacha, S., Ní Chualáin, F., Ní Shéaghdha, A., & O’Brien, M.
O’Toole, C., & Fletcher, P.
O'Toole, C, & Hickey, T. M.
Péterváry, T., Ó Curnáin, B., Ó Giollagáin, C., & Sheahan, J.
Polišenská, K., Chiat, S., & Roy, P.
Redmond, S. M., Thompson, H. L., & Goldstein, S.
Rice, M. L., & Blossom, M.
Rice, M. L., & Wexler, K.
Semel, E., Wiig, E. H., & Secord, W. A.
Summers, C., Bohman, T., Peña, E. D., Bedore, L. M., & Gillam, R. B.
Thomas, E. M., & Roberts, D. B.
Thomas, E. M., Dafydd, A., & Gwyn, L.
Thomas, E. M., Lewis, W. G., & Apolloni, D.
Thordardottir, E., & Brandeker, M.
van der Lely, H. K. J.
Cited by 4 other publications
ANTONIJEVIC, Stanislava, Sarah Ann MUCKLEY & Nicole MÜLLER
Antonijevic-Elliott, Stanislava, Rena Lyons, Mary Pat O’ Malley, Natalia Meir, Ewa Haman, Natalia Banasik, Clare Carroll, Ruth McMenamin, Margaret Rodden & Yvonne Fitzmaurice
Meir, Natalia & Rama Novogrodsky
This list is based on CrossRef data as of 05 january 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.