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Developing Narrative Comprehension: Multilingual Assessment Instrument for Narratives
Edited by Ute Bohnacker and Natalia Gagarina
[Studies in Bilingualism 61] 2020
► pp. 297–330

Bilingualism effects in the narrative comprehension of children with Developmental Language Disorder and L2-Greek

Links with language, executive function and Theory of Mind

| University of Thessaly , Greece
| University of Cologne , Germany
ORCID logo | University of Cambridge , United Kingdom
ORCID logo | University of Geneva , Switzerland

Narrative comprehension is a complex process that requires the ability to integrate language information from the speech signal with visual and contextual knowledge, while drawing also from social cognition and executive functions. Although many studies have examined narrative comprehension in typically-developing (TD) bilingual children and suggested a bilingual advantage, evidence for bilingualism effects in the narrative comprehension performance of children with Developmental Language Disorder (DLD) is scant. This study explores narrative comprehension of thirty 6 to 8 year old monolingual Greek and Albanian-Greek bilingual children with DLD, along with two groups of age-matched TD monolingual Greek and Albanian-Greek bilingual children. Children’s narrative comprehension was assessed through the Greek versions of two stories (Cat and Dog) which have been designed for retelling within the Multilingual Assessment Instrument for Narratives tool (Gagarina, Klop, Kunnari, Tantele, Välimaa, Balčiūnienė, Bohnacker, & Walters, 2012) of the COST Action IS0804. The children’s language, Theory of Mind (ToM) and updating skills were independently measured. Both groups with DLD had lower language and executive function performance than TD children. Bilinguals with and without DLD, however, scored higher in narrative comprehension than their TD and DLD monolingual peers. Similarly, bilingual children with DLD outperformed their monolingual peers with DLD on the ToM task. TD children’s narrative comprehension was predicted by their language and executive function performance, while DLD bilingual children’s narrative comprehension was predicted by performance on the ToM task and their dominance in L2/Greek. The overall results indicate advantages for bilingual children with DLD in narrative comprehension and ToM, while suggesting a link between these enhanced skills.

Keywords: Developmental Language Disorder, bilingualism, narrative comprehension, executive functions, Theory of Mind
Article outline
  • 1.Introduction
    • 1.1Narrative comprehension and language ability
    • 1.2Narrative comprehension and executive functions
    • 1.3Narrative comprehension and Theory of Mind
  • 2.Aims and research questions
  • 3.Method
    • 3.1Participants
    • 3.2General procedure
    • 3.3Materials and procedure
      • 3.3.1Narrative task
      • 3.3.2Language ability tests
        • Expressive vocabulary in Greek
        • Sentence Repetition Task (SRT)
      • 3.3.3Executive function: 2-back task
      • 3.3.4Online video verification first-order false belief (ToM) task
    • 3.4Analysis plan
  • 4.Results
    • 4.1Narrative task
    • 4.2Language Ability tests
    • 4.3Executive function: 2-back task
    • 4.4Online video verification first-order false belief task
    • 4.5Narrative comprehension, age, language dominance and independent language ability, executive function and ToM assessments
  • 5.Discussion
  • 6.Conclusions
  • Acknowledgements
  • Note
  • References
  • Appendix
Published online: 10 December 2020
DOI logo
https://doi.org/10.1075/sibil.61.10per
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