1st Edition
Typical and Atypical Language Development in Cultural and Linguistic Diversity
Typical and Atypical Language Development in Cultural and Linguistic Diversity brings together state-of-the-art studies in both typical and atypical language development.
Placing the topic in the context of cultural and linguistic diversity (CALD), the book offers readers serious theoretical consideration of the topic and provides implications for multilingual educational and clinical practices. The content covers a wide range of topics related to multilingual language development in CALD: typical and atypical language development in CALD, and the interface between both; the relationship between multilingual competence and academic performance in CALD; providing unbiased speech and language measures in CALD; and heritage and minority languages education in CALD. Each chapter outlines the core theoretical and practical issues and explores both theoretical and pedagogical/clinical implications in the area and possible future developments.
This volume is an essential resource for all those who study, research, or are interested in multilingual development, educational linguistics, and clinical linguistics in the CALD context.
Lists of figures. List of tables. List of contributors. Introduction Weifeng Han, Chris Brebner. 1. Early bilingual acquisition: The effects of home language typology on learning English inflectional morphology Nan Xu Rattanasone, Benjamin Davies, Katherine Demuth. 2. The role of lexical tones in bilingual language processing: evidence from a typing task Xin Wang, Bronson Hui, Liang Chen, Jie Wang. 3. Beyond relative clauses: The development of noun-modifying clause constructions in Cantonese Jane Lai, Angel Chan, Stephen Matthews. Chapter 4. Is object relative clause comprehension particularly sensitive to quantity of language exposure in sequential bilingual children? Maureen Scheidnes, Leslie Redmond. 5. Language acquisition at the syntax-semantics interface: Definiteness restrictions in L2 French and L3 English Abdelkader Hermas. 6. Acquisition of definiteness marking in L2 Mandarin Chinese by English native speakers: A perspective from syntax-pragmatics interface Zhuang Wu, Zhouyuan Qin. 7. A longitudinal exploration of the presence of a bilingual advantage in children Sarah Verdon. 8. Associations among oral narrative language measures for Indigenous and non-Indigenous Australian children in their first year of school Wendy M Pearce, Kieran Flanagan. 9. Grammatical profiles of Mandarin-English bilingual children at risk for developmental language disorder Li Sheng; Man Yang; Yao Du; Elizabeth Peña; Lisa Bedore. 10. Bidialectal CALD learners of English: Implications on bilingual language disorders and differential diagnosis Weifeng Han, Chris Brebner. 11. Heritage language status, use and maintenance in culturally and linguistically diverse contexts Beth A. O’Brien, Ingrid A. Willenberg. 12. The development and pilot of a dynamic assessment of word learning skills Wei Qin Teoh, Chris Brebner. Index
Biography
Weifeng Han is a Senior Lecturer in Speech Pathology, Institute of Health and Well-being, Federation University, Australia.
Chris Brebner is a Professor in Speech Pathology and is Pro-Vice Chancellor (Curriculum Impact) at Flinders University, Australia.
