Storytelling: How organization of narratives is (not) affected by linguistic skills
Edited by Ute Bohnacker and Natalia Gagarina
Special issue of Linguistic Approaches to Bilingualism 12:4 (2022) v, 164 pp.
Natalia Gagarina
List of John Benjamins publications for which Natalia Gagarina plays a role.
Titles
Subjects Cognition and language | Cognitive psychology | Language acquisition | Multilingualism | Psycholinguistics | Theoretical linguistics
Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives
Edited by Ute Bohnacker and Natalia Gagarina
[Studies in Bilingualism, 61] 2020. vii, 341 pp.
Subjects Applied linguistics | Cognition and language | Language acquisition | Multilingualism | Narrative Studies
2022 Storytelling in bilingual children: How organization of narratives is (not) affected by linguistic skills and environmental factors Storytelling: How organization of narratives is (not) affected by linguistic skills, Bohnacker, Ute and Natalia Gagarina (eds.), pp. 407–412 | Review article
2021 How oral texts are organized in monolingual and heritage Russian: Evidence from six countries Language Impairment in Multilingual Settings: LITMUS in action across Europe, Armon-Lotem, Sharon and Kleanthes K. Grohmann (eds.), pp. 47–76 | Chapter
The present study examines narrative macrostructure, measured as Story Structure (SS) and Story Complexity (SC), in bilinguals speaking Russian as their home/heritage language (L1) and exposed to different societal languages (L2), while focusing on the effects of different L2s, bilingualism, and… read more
2020 Cross-linguistic development of narrative comprehension from A to Z Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives, Bohnacker, Ute and Natalia Gagarina (eds.), pp. 1–30 | Chapter
2020 Why do you think the boy would be unhappy if he saw what the cat was eating? Comprehension of German narratives in Russian- and Turkish-German bilingual children Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives, Bohnacker, Ute and Natalia Gagarina (eds.), pp. 231–268 | Chapter
The present study traces longitudinal trajectories of narrative comprehension in L2 German in 57 Russian- and Turkish-German bilingual children, for two age groups with a mean starting age of 3;6 and 4;3, respectively. The children answered comprehension questions from the Multilingual Assessment… read more
2020 Processing of pronoun gender by Dutch-Russian simultaneous bilinguals: Evidence from eye-tracking Typical and Impaired Processing in Morphosyntax, Torrens, Vincent (ed.), pp. 153–174 | Chapter
This paper investigates the processing of pronoun gender by bilingual children. Prior research shows that Dutch–Russian bilinguals below age 7 often make gender agreement errors in Russian anaphoric pronouns, whereas monolingual children are target-like by age 4. This paper aims to establish… read more
2017 Bilingual lexicon development in German in preschool children with the home languages Russian and Turkish Dynamics of Linguistic Diversity, Peukert, Hagen and Ingrid Gogolin (eds.), pp. 125–142 | Chapter
The present study examined the development of lexical abilities in German in Turkish-/Russian-German bilinguals. In particular, the effect of the age of onset and the socio-economic status, identified through self-reported parental education and occupation, on the productive and perceptive… read more
2012 Discourse cohesion in the elicited narratives of early Russian-German sequential bilinguals Multilingual Individuals and Multilingual Societies, Braunmüller, Kurt and Christoph Gabriel (eds.), pp. 101–120 | Article
This study examines aspects of discourse cohesion in the elicited narratives of early Russian-German sequential bilinguals at age four to six and compares them to the narratives of monolingual Russian-speaking children at the same age as well as to a group of monolingual adults. This examination… read more
2011
This paper evaluates the contribution of external background factors which pertain to the child’s environment (e.g., parents’ education, parents’ occupation, family size, etc.), and internal ones which reflect the child’s time related experience with language (e.g., chronological age, age of L2… read more