BILINGUAL LANGUAGE DEVELOPMENT AND LANGUAGE IMPAIRMENT IN CHILDREN
Journal Title: Acta Neuropsychologica - Year 2015, Vol 13, Issue 1
Abstract
Language acquisition, and second language acquisition in particular, encompasses a spectrum of factors including age, environment, and the correlation between fluency in one language and competence in a second. Consequently, the study and application of language acquisition theory necessarily incorporates a comprehensive and evolving spectrum of language and language-related neurology research. Neurological research in particular confirms that the processes and elements of language acquisition, including that of a second language, are tangible and quantifiable so these factors can and should be collectively considered in any applied theory of language acquisition. This is particularly relevant in the field of education and school psychology, where a growing number of children ages 5 to 18 are placed in an environment in which their first and second language acquisition is assessed, monitored and choreographed according to, and limited by, the perspective and paradigm of school administrators. It is important to move away from a well-meaning but kaleidoscopic view of language acquisition toward a more comprehensive model. This article incorporates and builds upon a foundation of research in language acquisition, neurology and language impairment, presenting a framework of considerations from which to evaluate language acquisition. Particular issues include bilingualism, bilingualism with language impairment, and ESL policies in education.
Authors and Affiliations
Jolanta Jonak
Keywords
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