Chapter 4. Language, cognitive, and academic abilities of school-age internationally-adopted children
Audrey Delcenserie | École d'orthophonie et d'audiologie, Université de Montréal
Although internationally-adopted (IA) children generally display signs of successful adaptation and developmental resilience at older ages, other studies have found that a larger than expected subgroup of IA children experience some weaknesses in language during the school years (Scott, Roberts, & Glennen, 2011). Studies that have compared the abilities of school-aged IA children to those of non-adopted monolingual children matched on important variables have found that the IA children experience long-term language weaknesses (Delcenserie, Genesee & Gauthier, 2013).The main goal of the present chapter is to offer a review of school-age IA children’s language development; however, additional aspects of their development are considered, including memory, executive functions, and academic achievement. These areas are related to language development and make it possible to provide a broader picture of adoptees’ overall development.
2022. The monolingual bias. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 153 ff.
DELCENSERIE, Audrey, Fred GENESEE, Natacha TRUDEAU & François CHAMPOUX
2021. The development of phonological memory and language: A multiple groups approach. Journal of Child Language 48:2 ► pp. 285 ff.
Salerno, April S. & Elena Andrei
2021. Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys Across U.S. States Screen Multilingual Students. AERA Open 7 ► pp. 233285842110022 ff.
PIERCE, LARA J., FRED GENESEE, AUDREY DELCENSERIE & GARY MORGAN
2017. Variations in phonological working memory: Linking early language experiences and language learning outcomes. Applied Psycholinguistics 38:6 ► pp. 1265 ff.
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