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Research Article
4 August 2020

Grammatical Characteristics of Vietnamese and English in Developing Bilingual Children

Publication: American Journal of Speech-Language Pathology
Volume 29, Number 3
Pages 1212-1225

Abstract

Purpose

Defining parameters for typical development in bilingual children's first and second languages can serve as the basis for accurate language assessment. This is the first study to characterize Vietnamese and English grammatical development in a sample of bilingual children.

Method

Participants were 89 Vietnamese–English bilingual children, aged 3–8 years. Children completed story retell tasks in Vietnamese and English. Stories were transcribed and analyzed for grammaticality, error patterns, subordination index, and types of subordinating clauses. Of key interest were associations with age and identifying developmental patterns that were shared across languages or unique to a given language.

Results

Age correlated with more measures in English than in Vietnamese, suggesting that older children had higher grammaticality and greater syntactic complexity in English than younger children. Children also produced greater syntactic complexity with age in Vietnamese, but not higher grammaticality. There were a set of error patterns shared across languages (e.g., object omission) and patterns specific to each language (e.g., classifier errors in Vietnamese, tense errors in English). While children produced nominal, adverbial, and relative clauses in Vietnamese and English, the proportion of each clause type differed by language.

Conclusions

Results from this typically developing sample provide a reference point to improve clinical practice. Characterizing developmental patterns in sentence structure in Vietnamese and English lays the groundwork for investigations of language disorders in this bilingual population.

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Information & Authors

Information

Published In

American Journal of Speech-Language Pathology
Volume 29Number 3August 2020
Pages: 1212-1225
PubMed: 32750283

History

  • Received: May 24, 2019
  • Revised: Oct 14, 2019
  • Accepted: Nov 19, 2019
  • Published online: Aug 4, 2020
  • Published in issue: Aug 4, 2020

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Authors

Affiliations

Quynh Dam
School of Speech, Language, and Hearing Sciences, San Diego State University, CA
Joint Doctoral Program in Language and Communicative Disorders, University of California San Diego, La Jolla
Giang Pham
School of Speech, Language, and Hearing Sciences, San Diego State University, CA
Irina Potapova
School of Speech, Language, and Hearing Sciences, San Diego State University, CA
Sonja Pruitt-Lord
School of Speech, Language, and Hearing Sciences, San Diego State University, CA

Notes

Disclosure: The authors have declared that no competing interests existed at the time of publication.
Correspondence to Quynh Dam: [email protected]
Editor-in-Chief: Julie Barkmeier-Kraemer
Editor: Mark Guiberson
Publisher Note: This article is part of the Forum: Innovations in Clinical Practice for Dual Language Learners, Part 2.

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