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.
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Cited by 4 other publications
ANTONIJEVIC, Stanislava, Sarah Ann MUCKLEY & Nicole MÜLLER
2020. The role of consistency in use of morphosyntactic forms in child-directed speech in the acquisition of Irish, a minority language undergoing rapid language change. Journal of Child Language 47:2 ► pp. 267 ff.
Antonijevic-Elliott, Stanislava, Rena Lyons, Mary Pat O’ Malley, Natalia Meir, Ewa Haman, Natalia Banasik, Clare Carroll, Ruth McMenamin, Margaret Rodden & Yvonne Fitzmaurice
2020. Language assessment of monolingual and multilingual children using non-word and sentence repetition tasks. Clinical Linguistics & Phonetics 34:4 ► pp. 293 ff.
2018. Morpho-Syntactic Abilities of Unbalanced Bilingual Children: A Closer Look at the Weaker Language. Frontiers in Psychology 9
Meir, Natalia & Rama Novogrodsky
2020. Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language 40:4 ► pp. 341 ff.
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