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• W2529644114 abstract "This study examines longitudinal standardized test scores in both languages of a group of successive bilinguals with L1 English acquiring L2 French. Participants included 22 native English-speaking children living in France. French was evaluated using a standardized receptive vocabulary test, as well as tests of phonology and morphosyntax. English was evaluated using the Core Language Score subtests from the CELF-4-UK. The children varied in age (6;9–12;7) and length of exposure (0;11–3;9) to French and were tested twice at 12-month intervals. At T1, 7 children scored below norms in both languages, while only 3 did so at T2. Two out of these 3 were arguably not typically developing children. Length of exposure to French emerged as an important factor only at T1, when a number of children were in early stages of acquisition (≤18 months of exposure). English scores varied by age and weekly use of English. In successive bilingual children, language performance on L2 standardized tests can be expected to be (well) below norms during the first 18 months of exposure. English scores revealed that weak L1 performance is part of typical development in this bilingual context, but that L1 retention is also a possibility. The reader will be able to: (1) describe challenges associated with language assessment of successive bilingual children, (2) describe the impact that age and length of exposure can have on language performance in bilinguals, and (3) understand how assessing successive bilinguals using monolingual norms can lead to underestimation of language abilities." @default.
• W2529644114 created "2016-10-14" @default.
• W2529644114 creator A5028355451 @default.
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• W2529644114 date "2016-11-01" @default.
• W2529644114 modified "2023-09-24" @default.
• W2529644114 title "Assessing successive bilinguals in two languages: A longitudinal look at English-speaking children in France" @default.
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• W2529644114 doi "https://doi.org/10.1016/j.jcomdis.2016.10.001" @default.
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