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Author
Title Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers
URL
Publication Date
Degree PhD
Discipline/Department Education
Degree Level doctoral
University/Publisher Rutgers University
Abstract

To what extent do children developing bilingually show similar grammatical development to their monolingual peers? This study considers overall grammatical development in Russian and English for Russian and English monolingual children and bilingual children at entry to school. The Index of Productive Syntax (IPSyn) was revised and piloted in preparation for this cross-linguistic project. The study evaluates the utility of the revised IPSyn and its potential for studying larger samples of children. The main question of the study is whether bilingual speakers, exposed to both languages from an early age, are as competent users of their two languages as are their peers who speak a single language at the time they are entering school. The results indicated that statistically, there was no difference between the monolingual and bilingual speakers in their common language as measured by the IPSyn proportionate scores. When examining various categories in the IPSyn measure, the comparison results indicated that in general, bilingual children, as a group, perform as well, and in some categories, better that the monolingual children in either language. The results of the analysis of mixed utterances indicated that bilingual children, overall, were very careful to speak in a language requested to be spoken during storytelling. Most of the instances of mixing came from one child, Vera, when she was engaged in telling the story in English (22.45%). The few instances of mixing produced by other bilingual children were predominantly utterances where the nouns in a different language were inserted. The current study offers a new way to examine grammatical competencies in English and Russian monolingual and Russian-English bilingual five year olds. The proposed assessment methodology can be useful in tracing the micro-development of language in the ages between 5 and 7 leading to better understanding of the linguistic skills and knowledge children acquire at that age.

Subjects/Keywords Bilingualism in children; Communicative competence in children; Linguistics
Contributors Chernobilsky, Ellina D., 1968 (author); McCune, Lorraine (chair); Curran, Mary (internal member); de la Torre, Jimmy (internal member); Vihman, Marylin (outside member)
Language en
Country of Publication us
Format xvi, 246 p. : ill.
Record ID oai:example.org:rutgers-lib:25731
Other Identifiers rutgers-lib:25731; ETD_1789; doi:10.7282/T3M32W07
Repository rutgers
Date Indexed 2019-08-21

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…NOUNS categories from stories told by bilingual children in English and monolingual English speaking children xiv 123 Figure 24: Comparison of VERBS categories from stories told by 125 bilingual children in English and monolingual English speaking…

children Figure 25: Comparison of SENTENCE STRUCTURES categories 125 from stories told by bilingual children in English and monolingual English speaking children Figure 26: Comparison of NOUNS categories from stories told by 128 bilingual children in

…Russian and monolingual Russian speaking children Figure 27: Comparison of VERBS categories from stories told by 128 bilingual children in Russian and monolingual Russian speaking children Figure 28: Comparison of SENTENCE STRUCTURES categories 135…

…from stories told by bilingual children in Russian and monolingual Russian speaking children Figure 26-a: Pavel’s use of Noun categories 141 Figure 26-b: Pavel’s use of Verb categories 141 Figure 26-c: Pavel’s use of Sentence Structure categories…

…Pavlovitch (1920). The researchers who study bilingual language acquisition are generally interested in how children acquire and then later on maintain their languages, how language mixing happens and what influences it. Researchers also show a…

…substantial interest in the acquisition of grammars by those who acquire or learn more than one language at the same time. It is important to study bilingualism as it sheds light not only on how people master a second language; it also helps us understand…

…bilingual language acquisition, not much is known about general bilingual language development and how closely the overall development of bilingual grammar matches the development of grammar in monolingual children at any given point in time. The goal of…

…this dissertation is to examine to what extent the grammar of bilingual Russian-English children in a U.S. context matches the development of grammar in Russian and English monolingual children at entry to school. Today, many of the studies of child…

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