Narrative abilities in early successive bilingual Slovak–English children: a cross-language comparison

Kapalkova, S., Polisenska, K., Markova, L. and Fenton, J. 2016. Narrative abilities in early successive bilingual Slovak–English children: a cross-language comparison. Applied Psycholinguistics. 37 (1), pp. 145-164. https://doi.org/10.1017/S0142716415000454

TitleNarrative abilities in early successive bilingual Slovak–English children: a cross-language comparison
TypeJournal article
AuthorsKapalkova, S., Polisenska, K., Markova, L. and Fenton, J.
Abstract

This study investigates macrostructure skill transfer in successive bilingual children speaking Slovak and English, a new language combination for narrative research. We examined whether narrative performance reflected language dominance and assessed relationships between nonword repetition (NWR) and narrative skills within and across languages. Forty typically developing Slovak–English bilingual children (mean age = 5 years, 10 months) were evaluated for microstructure and macrostructure performance in both languages through story telling and retelling tasks. In addition, NWR was assessed in Slovak, the children's first language (L1). Macrostructure scores were higher in their L1 than in their second language (L2), but comprehension did not differ across languages. L1 NWR was significantly related to L1 microstructure scores, but not to L1/L2 macrostructure or L2 microstructure. Implications for assessing bilingual children's language are discussed.

JournalApplied Psycholinguistics
Journal citation37 (1), pp. 145-164
ISSN0142-7164
Year2016
PublisherCambridge University Press
Accepted author manuscript
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1017/S0142716415000454
Web address (URL)https://www.cambridge.org/core/journals/applied-psycholinguistics
Publication dates
PublishedJan 2016
Published online09 Dec 2015

Related outputs

Assessing young children from diverse backgrounds: Novel ways to measure language abilities and meet the requirements of the Early Years Foundation Stage
Polisenska, K., Chiat, S., Fenton, J. and Roy, P. 2020. Assessing young children from diverse backgrounds: Novel ways to measure language abilities and meet the requirements of the Early Years Foundation Stage. Languages, Society and Policy. https://doi.org/10.17863/CAM.54064

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