Professor Elizabeth Peña is presenting at the October 6th conference at UC Riverside: Multilingualism Research in Southern California: Cross-Disciplinary Perspectives on Dual Language Experience. The title of her presentation is "Effects of Divided Input in Bilingual Children with Language Impairment."
The multilingual conference, which is celebrating the launch of Bilingualism Matters at UCR, is supported by the Center for Ideas and Society and co-sponsored by the UCR departments of Psychology, Hispanic Studies, and Comparative Literature and Languages.
As compared to their typical peers, bilingual children with language impairment perform below that of their typically developing bilingual peers on language measures.. Level of first and second language exposure is additionally closely associated with language performance. Yet, it is unknown if language performance in children with language impairment is similarly associated with language exposure as it is for children with typical development. We tested Spanish-English bilingual children (LI = 100; TD = 500) in both Spanish and English on measures of morphosyntax and semantics to evaluate if .their language performance was differentially affected by level of English input and output and/or language ability. The similar slopes across language measures of children with and without language impairment suggests that there is no disadvantage to divided input by ability. Where there were differences in slope by ability children with language impairment who had divided input were somewhat advantaged relative to their typically developing peers, despite their lower scores at all levels of English input and output.