Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-26T21:43:36.327Z Has data issue: false hasContentIssue false
  • English
  • Français

Language learning impairment in sequential bilingual children

Published online by Cambridge University Press:  31 May 2016

Kerry Danahy Ebert  and
Kathryn Kohnert
Kerry Danahy Ebert
Affiliation:
Rush University, Chicago, USAKerry_ebert@rush.edu
Kathryn Kohnert
Affiliation:
University of Minnesota, Minneapolis, USAkohne005@umn.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

We review and synthesize empirical evidence at the intersection of two populations: children with language learning impairment (LLI) and children from immigrant families who learn a single language from birth and a second language beginning in early childhood. LLI is a high incidence disorder that, in recent years, has been referred to by researchers and clinical educators as specific language impairment (SLI), primary language impairment (PLI), developmental language disorder or language disorder not otherwise specified. Over the past two decades, significant international attention has been directed at the LLI-sequential bilingual learner interface. Researchers have developed linguistic profiles of children with LLI who are learning different language pairs, investigated the diagnostic accuracy of various measures and, more recently, examined the relative efficacy of different treatment protocols. Participants in these studies range in age from 3 to 12 years. A main goal of this review is to relate available evidence to key theoretical and pedagogical issues. An additional aim is to indicate main areas of need for future research.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 49 , Issue 3 , July 2016 , pp. 301 - 338
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abdalla, F., Aljenaie, K. & Mahfoudhi, A. (2013). Plural noun inflection in Kuwaiti Arabic-speaking children with and without specific language impairment. Journal of Child Language 40.1, 139−168.Google Scholar
Adesope, O. O., Lavin, T., Thompson, T. & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research 80.2, 207−245.Google Scholar
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American Psychiatric Association.Google Scholar
Archibald, L. M. & Joanisse, M. F. (2009). On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research 52.4, 899−914.Google Scholar
Armon-Lotem, S. (2010). Instructive bilingualism: Can bilingual children with specific language impairment rely on one language in learning a second one? Applied Psycholinguistics 31.2, 253−260.CrossRefGoogle Scholar
Armon-Lotem, S. (2014). Between L2 and SLI: Inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI. Journal of Child Language 41.1, 3−33.Google Scholar
Armon-Lotem, S., de Jong, J. & Meir, N. (eds.) (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Bedore, L. M., Peña, E. D., Gillam, R. B. & Ho, T. H. (2010). Language sample measures and language ability in Spanish-English bilingual kindergarteners. Journal of Communication Disorders 43.6, 498−510.Google Scholar
Benasich, A. A. & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavioural Brain Research 136.1, 31−49.Google Scholar
Bialystok, E., Craik, F. I. M. & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences 16.4, 240−249.Google Scholar
Bialystok, E., Luk, G., Peets, K. F. & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition 13.4, 525−531.Google Scholar
Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders 49.4, 381–415.Google Scholar
Blom, E., De Jong, J., Orgassa, A., Baker, A. & Weerman, F. (2013). Verb inflection in monolingual Dutch and sequential bilingual Turkish-Dutch children with and without SLI. International Journal of Language and Communication Disorders 48.4, 382−393.CrossRefGoogle ScholarPubMed
Bortolini, U., Caselli, M. C. & Leonard, L. B. (1997). Grammatical deficits in Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research 40.4, 809−820.Google Scholar
Branum-Martin, L., Mehta, P. D., Francis, D. J., Foorman, B. R., Cirino, P. T. & Miller, J. F. (2009). Pictures and words: Spanish and English vocabulary in classrooms. Journal of Educational Psychology 101.4, 897–911.Google Scholar
Catts, H. W., Bridges, M. S., Little, T. D. & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research 51.6, 1569−1579.CrossRefGoogle ScholarPubMed
Chondrogianni, V. & Marinis, T. (2011). Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children. Linguistic Approaches to Bilingualism 1.3, 318−345.Google Scholar
Chondrogianni, V. & Marinis, T. (2012). Production and processing asymmetries in the acquisition of tense morphology by sequential bilingual children. Bilingualism: Language and Cognition 15.1, 5−21.Google Scholar
Clahsen, H., Rothweiler, M., Sterner, F. & Chilla, S. (2014). Linguistic markers of specific language impairment in bilingual children: The case of verb morphology. Clinical Linguistics & Phonetics 28.9, 709−721.CrossRefGoogle ScholarPubMed
Cleave, P. L., Girolametto, L. E., Chen, X. & Johnson, C. J. (2010). Narrative abilities in monolingual and dual language learning children with specific language impairment. Journal of Communication Disorders 43.6, 511−522.Google Scholar
Clegg, J., Hollis, C., Mawhood, L. & Rutter, M. (2005). Developmental language disorders: A follow-up in later life. Journal of Child Psychology and Psychiatry 46.2, 128–149.CrossRefGoogle Scholar
Costanza-Smith, A. (2010). The clinical utility of language samples. Perspectives on Language Learning and Education 17.1, 9−15.Google Scholar
De Bot, K., Lowie, W. & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition 10.1, 7−21.CrossRefGoogle Scholar
De Lamo White, C. & Jin, L. (2011). Evaluation of speech and language assessment approaches with bilingual children. International Journal of Language & Communication Disorders 46.6, 613−627.CrossRefGoogle ScholarPubMed
Dollaghan, C. A. & Horner, E. A. (2011). Bilingual language assessment: A meta-analysis of diagnostic accuracy. Journal of Speech, Language, and Hearing Research 54.4, 1077−1088.Google Scholar
Ebert, K. D. (2014). The role of auditory nonverbal working memory in sentence repetition for bilingual children with primary language impairment. International Journal of Language & Communication Disorders 49.5, 631−636.Google Scholar
Ebert, K. D. & Kohnert, K. (2011). Sustained attention in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research 54.5, 1372−1384.Google Scholar
Ebert, K. D. & Scott, C. M. (2014). Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children. Language, Speech, and Hearing Services in Schools 45.4, 337−350.Google Scholar
Ebert, K. D., Rentmeester-Disher, J. & Kohnert, K. (2012). Nonlinguistic cognitive intervention for bilingual children with primary language impairment. Clinical Linguistics & Phonetics 26.6, 485−501.Google Scholar
Ebert, K. D., Pham, G. & Kohnert, K. (2014). Lexical profiles of bilingual children with primary language impairment. Bilingualism: Language and Cognition 17, 766−783.CrossRefGoogle ScholarPubMed
Ebert, K. D., Kohnert, K., Pham, G., Rentmeester Disher, J. & Payesteh, B. (2014). Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research 57.1, 172−186.CrossRefGoogle ScholarPubMed
Ellis Weismer, S. & Robertson, S. B. (2006). Focused stimulation approach to language intervention. In McCauley, R. & Fey, M. (eds.), Treatment in Language Disorders in Children. Baltimore: Brookes Publishing Co., Inc., 175–202.Google Scholar
Engel de Abreu, P. M., Cruz-Santos, A. & Puglisi, M. L. (2014). Specific language impairment in language-minority children from low-income families. International Journal of Language & Communication Disorders 49.6, 736−747.Google Scholar
Fletcher, P., Leonard, L. B., Stokes, S. F. & Wong, A. M. Y. (2005). The expression of aspect in Cantonese-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research 48.3, 621−634.Google Scholar
Fujiki, M., Brinton, B. & Clarke, D. (2002). Emotion regulation in children with specific language impairment. Language, Speech, and Hearing Services in Schools 33.2, 102−111.Google Scholar
Gabriel, A., Stefaniak, N., Maillart, C., Schmitz, X. & Meulemans, T. (2012). Procedural visual learning in children with specific language impairment. American Journal of Speech-Language Pathology 21.4, 329−341.Google Scholar
Gibson, T. A., Peña, E. D. & Bedore, L. M. (2014). The receptive–expressive gap in bilingual children with and without primary language impairment. American Journal of Speech-Language Pathology 23.4, 655−667.Google Scholar
Greene, K. J., Peña, E. D. & Bedore, L. M. (2013). Lexical choice and language selection in bilingual preschoolers. Child Language Teaching & Therapy 29.1, 27−39.Google Scholar
Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, MA, USA: Harvard University Press.Google Scholar
Guiberson, M. & Atkins, J. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly 33.3, 169−180.Google Scholar
Gutiérrez‐Clellen, V. F. & Simon‐Cereijido, G. (2010). Using nonword repetition tasks for the identification of language impairment in Spanish‐English‐speaking children: Does the language of assessment matter? Learning Disabilities Research & Practice 25.1, 48−58.Google Scholar
Gutiérrez-Clellen, V. F., Simon-Cereijido, G. & Wagner, C. (2008). Bilingual children with language impairment: A comparison with monolinguals and second language learners. Applied Psycholinguistics 29.1, 3−19.CrossRefGoogle ScholarPubMed
Gutiérrez-Clellen, V. F., Simon-Cereijido, G. & Leone, A. E. (2009). Code-switching in bilingual children with specific language impairment. International Journal of Bilingualism 13.1, 91−109.CrossRefGoogle Scholar
Gutiérrez-Clellen, V., Simon-Cereijido, G. & Sweet, M. (2012). Predictors of second language acquisition in Latino children with specific language impairment. American Journal of Speech-Language Pathology 21.1, 64−77.CrossRefGoogle ScholarPubMed
Håkansson, G. (2001). Tense morphology and verb-second in Swedish L1 children, L2 children and children with SLI. Bilingualism: Language and Cognition 4.1, 85−99.Google Scholar
Håkansson, G., Salameh, E. K. & Nettelbladt, U. (2003). Measuring language development in bilingual children: Swedish–Arabic children with and without language impairment. Linguistics 41.2, 255–288.Google Scholar
Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H Brookes Publishing.Google Scholar
Hasson, N., Camilleri, B., Jones, C., Smith, J. & Dodd, B. (2013). Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching & Therapy 29.1, 57−75.Google Scholar
Iluz-Cohen, P. & Walters, J. (2012). Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism 15.1, 58−74.Google Scholar
Iluz-Cohen, P. & Armon-Lotem, S. (2013). Language proficiency and executive control in bilingual children. Bilingualism: Language and Cognition 16.4, 884−899.Google Scholar
Jacobson, P. & Livert, D. (2010). English past tense use as a clinical marker in older bilingual children with language impairment. Clinical Linguistics & Phonetics 24.2, 101−121.Google Scholar
Jacobson, P. F. & Walden, P. R. (2013). Lexical diversity and omission errors as predictors of language ability in the narratives of sequential Spanish-English bilinguals: A cross-language comparison. American Journal of Speech-Language Pathology 22.3, 554−565.Google Scholar
Jia, G., Aaronson, D. & Wu, Y. (2002). Long-term language attainment of bilingual immigrants: Predictive variables and language group differences. Applied Psycholinguistics 23.4, 599−621.Google Scholar
Johnson, C. J., Beitchman, J. H. & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology 19.1, 51−65.Google Scholar
Jordaan, H. (2008). Clinical intervention for bilingual children: An international survey. Folia Phoniatrica et Logopaedica, 60.2, 97−105.CrossRefGoogle ScholarPubMed
Kan, P. F. & Kohnert, K. (2008). Fast mapping by bilingual preschool children. Journal of Child Language, 35.3, 495−514.Google Scholar
Kan, P. F. & Kohnert, K. (2012). A growth curve analysis of novel word learning by sequential bilingual preschool children. Bilingualism: Language & Cognition 15.3, 452−469.Google Scholar
Kapantzoglou, M., Restrepo, M. A. & Thompson, M. S. (2012). Dynamic assessment of word learning skills: Identifying language impairment in bilingual children. Language, Speech, and Hearing Services in Schools 43.1, 81−96.Google Scholar
Kerr, S. P. & Kerr, W. R. (2011). Economic impacts of immigration: A survey (No. w16736). National Bureau of Economic Research. www.nber.org/papers/w16736.Google Scholar
Kohnert, K. (2013). Language disorders in bilingual children and adults (2nd edn). San Diego: Plural Publishing.Google Scholar
Kohnert, K. J. & Bates, E. (2002). Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English. Journal of Speech, Language, and Hearing Research 45.2, 347−359.Google Scholar
Kohnert, K. & Windsor, J. (2004). The search for common ground part II: Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research 47.4, 891–903Google Scholar
Kohnert, K. & Medina, A. (2009). Bilingual children and communication disorders: A 30-year research retrospective. Seminars in Speech and Language 30.4, 219−233.Google Scholar
Kohnert, K., Kan, P. F. & Conboy, B. T. (2010). Lexical and grammatical associations in sequential bilingual preschoolers. Journal of Speech, Language, and Hearing Research, 53.3, 684−698.Google Scholar
Kohnert, K., Windsor, J. & Ebert, K. D. (2009). Primary or ‘specific’ language impairment and children learning a second language. Brain and Language 109.2, 101−111.CrossRefGoogle ScholarPubMed
Kohnert, K., Windsor, J. & Pham, G. (2009, June). Separating differences from disorders using processing-dependent measures. Poster presentation at the Symposium on Research in Child Language Disorders, Madison, WI.Google Scholar
Kohnert, K., Yim, D., Nett, K., Kan, P. F. & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools 36.3, 251−263.Google Scholar
Komeili, M. & Marshall, C. R. (2013). Sentence repetition as a measure of morphosyntax in monolingual and bilingual children. Clinical Linguistics and Phonetics 27.2, 152−161.Google Scholar
Lantolf, J. P. (2009). Dynamic assessment: The dialectic integration of instruction and assessment. Language Teaching 42.3, 355−368.Google Scholar
Law, J., Boyle, J., Harris, F., Harkness, A. & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language and Communication Disorders 35.2, 165–168.Google Scholar
Leonard, L. B. (2014). Children with specific language impairment (2nd edn). Cambridge, MA: A Bradford book.Google Scholar
Leonard, L., Ellis Weismer, S., Miller, C. A., Francis, D. J., Tomblin, J. B. & Kail, R. V. (2007). Speed of processing, working memory, and language impairment in children. Journal of Speech, Language, and Hearing Research 50.2, 408−428.CrossRefGoogle ScholarPubMed
López, L. M. & Greenfield, D. B. (2004). The cross-language transfer of phonological skills of Hispanic Head Start children. Bilingual Research Journal 28.1, 1−18.Google Scholar
Lum, J. A., Conti-Ramsden, G., Page, D. & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex 48.9, 1138−1154.Google Scholar
Marinis, T. & Saddy, D. (2013). Parsing the passive: Comparing children with specific impairment to sequential bilingual children. Language Acquisition 20.2, 155−179.CrossRefGoogle Scholar
Martin, D. (2012). Dynamic assessment of language disabilities. Language Teaching 48.1, 51−68.Google Scholar
Miller, C. A., Kail, R., Leonard, L. B. & Tomblin, J. B. (2001). Speed of processing in children with specific language impairment. Journal of Speech, Language, and Hearing Research 44.2, 416−433.Google Scholar
Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L. & Francis, D. J. (2006). Oral language and reading in bilingual children. Learning Disabilities Research & Practice 21.1, 30−43.Google Scholar
Montgomery, J. W., Magimairaj, B. M. & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology 19.1, 78–94.Google Scholar
Morgan, G. P., Restrepo, M. A. & Auza, A. (2013). Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment. Bilingualism 16.3, 578−596.Google Scholar
Motsch, H. & Riehemann, S. (2008). Effects of ‘context-optimization’ on the acquisition of grammatical case in children with specific language impairment: An experimental evaluation in the classroom. International Journal of Language and Communication Disorders 43.6, 683−698.Google Scholar
Ooi, C. C. W. & Wong, A. M. Y. (2012). Assessing bilingual Chinese-English young children in Malaysia using language sample measures. International Journal of Speech-Language Pathology 14.6, 499−508.Google Scholar
Ordóñez, C. L., Carlo, M. S., Snow, C. E. & McLaughlin, B. (2002). Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology 94.4, 719−728.Google Scholar
Orgassa, A. & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research 24.3, 333−364.Google Scholar
Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with specific language impairment. Language, Speech, and Hearing Services in Schools 36.3, 172−187.Google Scholar
Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics 31.2, 227−252.Google Scholar
Paradis, J. & Crago, M. (2000). Tense and temporality: A comparison between children learning a second language and children with SLI. Journal of Speech, Language, and Hearing Research 43.4, 834−847.Google Scholar
Paradis, J., Emmerzael, K. & Sorenson Duncan, T. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders 43.6, 474−497.Google Scholar
Paradis, J., Schneider, P. & Sorenson Duncan, T. (2013). Discriminating children with language impairment among English-Language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research 56.3, 971−981.Google Scholar
Paul, R. & Norbury, C. F. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (4th edn). St. Louis, MO: Elsevier.Google Scholar
Peña, E. D., Iglesias, A. & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children's word learning ability. American Journal of Speech-Language Pathology 10.2, 138−154.CrossRefGoogle Scholar
Peña, E. D., Bedore, L. M. & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research 45.5, 938−947.Google Scholar
Peña, E. D., Gillam, R. B. & Bedore, L. M. (2014). Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners. Journal of Speech, Language, and Hearing Research 57.6, 2208−2220.Google Scholar
Peña, E. D., Gutiérrez-Clellen, V., Iglesias, A., Goldstein, B. & Bedore, L. M. (2014). BESA: Bilingual English-Spanish assessment manual. San Rafael, CA: AR-Clinical publications.Google Scholar
Perozzi, J. A. (1985). A pilot study of bilingual language facilitation: Theoretical and intervention implications. Journal of Speech and Hearing Disorders 50.4, 403−406.Google Scholar
Perozzi, J. A. & Sanchez, M. C. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools 23.4, 348−352.Google Scholar
Pham, G. & Kohnert, K. (2014). A longitudinal study of lexical development in children learning Vietnamese and English. Child Development 85.2, 767−782.Google Scholar
Pham, G., Kohnert, K. & Mann, D. (2011). Addressing clinician–client mismatch: A preliminary intervention study with a bilingual Vietnamese–English preschooler. Language, Speech, and Hearing Services in Schools 42.4, 408−422.Google Scholar
Pham, G., Ebert, K. D. & Kohnert, K. (2015). Bilingual children with primary language impairment: 3 months after treatment. International Journal of Language & Communication Disorders 50.1, 94−105.Google Scholar
Phinney, J. S., Romero, I., Nava, M. & Huang, D. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence 30.2, 135–153.Google Scholar
Poarch, G. J. & van Hell, J. G. (2012). Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology 113.4, 535−551.Google Scholar
Reilly, S., Tomblin, B., Law, J., McKean, C., Mensah, F., Morgan, A., Goldfeld, S., Nicholson, J., and Wake, M. (2014). SLI: A convenient label for whom? International Journal of Language and Communication Disorders 49.4, 415–433.Google Scholar
Rescorla, L. (2011). Late talkers: Do good predictors of outcome exist? Developmental Disabilities Research Reviews 17.2, 141−150.CrossRefGoogle ScholarPubMed
Restrepo, M. A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research 41.6, 1398−1411.CrossRefGoogle ScholarPubMed
Restrepo, M. A. & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with specific language impairment. Communication Disorders Quarterly 21.2, 66−76.Google Scholar
Restrepo, M. A., Morgan, G. P. & Thompson, M. S. (2013). The efficacy of a vocabulary intervention for dual language learners with language impairment. Journal of Speech, Language, and Hearing Research 56.2, 748−765.Google Scholar
Roberts, M. Y. & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology 20.3, 180−199.Google Scholar
Roeper, T. (2012). Minimalism and bilingualism: How and why bilingualism could benefit children with SLI. Bilingualism: Language and Cognition 15.1, 88−101.Google Scholar
Rothweiler, M., Chilla, S. & Clahsen, H. (2012). Subject–verb agreement in specific language impairment: A study of monolingual and bilingual German-speaking children. Bilingualism: Language and Cognition 15.1, 39−57.Google Scholar
Salameh, E. K., Håkansson, G. & Nettelbladt, U. (2004). Developmental perspectives on bilingual Swedish-Arabic children with and without language impairment: A longitudinal study. International Journal of Language & Communication Disorders 39.1, 65−90.Google Scholar
Sanz-Torrent, M., Serrat, E., Andreu, L. & Serra, M. (2008). Verb morphology in Catalan and Spanish in children with specific language impairment: A developmental study. Clinical Linguistics & Phonetics 22.6, 459–474.Google Scholar
Scott, C. M. & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research 43.2, 324−339.Google Scholar
Sheng, L., Lu, Y. & Kan, P. F. (2011). Lexical development in Mandarin–English bilingual children. Bilingualism: Language and Cognition 14.4, 579−587.Google Scholar
Sheng, L., Peña, E. D., Bedore, L. M. & Fiestas, C. E. (2012). Semantic deficits in Spanish-English bilingual children with language impairment. Journal of Speech, Language, and Hearing Research 55.1, 1−15.Google Scholar
Sheng, L., Bedore, L. M., Penã, E. D. & Taliancich-Klinger, C. (2013). Semantic convergence in Spanish-English bilingual children with primary language impairment. Journal of Speech, Language, and Hearing Research 56.2, 766−777.Google Scholar
Simon-Cereijido, G. & Gutiérrez-Clellen, V. F. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics 30.2, 315−337.Google Scholar
Simon-Cereijido, G. & Gutiérrez-Clellen, V. F. (2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism 17.2, 235−254.Google Scholar
Simon-Cereijido, G., Gutiérrez-Clellen, V. F. & Sweet, M. (2013). Predictors of growth or attrition of the first language in Latino children with specific language impairment. Applied Psycholinguistics 34.6, 1219−1243.Google Scholar
Spoelman, M. & Bol, G. W. (2012). The use of subject-verb agreement and verb argument structure in monolingual and bilingual children with specific language impairment. Clinical Linguistics & Phonetics 26.4, 357−379.Google Scholar
Squires, K. E., Lugo‐Neris, M. J., Peña, E. D., Bedore, L. M., Bohman, T. M. & Gillam, R. B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. International Journal of Language & Communication Disorders 49.1, 60−74.Google Scholar
Thordardottir, E. & Brandeker, M. (2013). The effect of bilingual exposure versus language impairment on nonword repetition and sentence imitation scores. Journal of Communication Disorders 46.1, 1−16.Google Scholar
Thordardottir, E., Ellis Weismer, S. & Smith, M. E. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching & Therapy 13.3, 215−227.Google Scholar
Thordardottir, E., Cloutier, G., Ménard, S., Pelland-Blais, E. & Rvachew, S. (2015). Monolingual or bilingual intervention for primary language impairment? A randomized control trial. Journal of Speech, Language, and Hearing Research 58.2, 287−300.Google Scholar
To, C. K., Law, T. & Li, X. X. (2012). Influence of additional language learning on first language learning in children with language disorders. International Journal of Language & Communication Disorders 47.2, 208−216.Google Scholar
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E. & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research 40.6, 1245−1260.Google Scholar
Tsybina, I. & Eriks-Brophy, A. (2010). Bilingual dialogic book-reading intervention for preschoolers with slow expressive vocabulary development. Journal of Communication Disorders 43.6, 538−556.Google Scholar
Ukrainetz, T. A., Harpell, S., Walsh, C. & Coyle, C. (2000). A preliminary investigation of dynamic assessment with Native American kindergartners. Language, Speech, and Hearing Services in Schools 31.2, 142−154.Google Scholar
Ullman, M. T. & Pierpont, E. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex 41.3, 399−433.Google Scholar
Umbel, V. M., Pearson, B. Z., Fernández, M. C. & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development 63.4, 1012−1020.Google Scholar
van der Lely, H. K., Jones, M. & Marshall, C. R. (2011). Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI. Lingua 121.3, 408−422.Google Scholar
Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics 28.3, 425−439.CrossRefGoogle Scholar
Verhoeven, L., Steenge, J. & van Balkom, H. (2011). Verb morphology as clinical marker of specific language impairment: Evidence from first and second language learners. Research in Developmental Disabilities 32.3, 1186−1193.Google Scholar
Verhoeven, L., Steenge, J. & van Balkom, H. (2012). Linguistic transfer in bilingual children with specific language impairment. International Journal of Language & Communication Disorders 47.2, 176−183.Google Scholar
Verhoeven, L., Steenge, J., van Weerdenburg, M. & van Balkom, H. (2011). Assessment of second language proficiency in bilingual children with specific language impairment: A clinical perspective. Research in Developmental Disabilities 32.5, 1798−1807.CrossRefGoogle ScholarPubMed
Vugs, B., Cuperus, J., Hendriks, M. & Verhoeven, L. (2013). Visuospatial working memory in specific language impairment: A meta-analysis. Research in Developmental Disabilities 34.9, 2586−2597.Google Scholar
Westman, M., Korkman, M., Mickos, A. & Byring, R. (2008). Language profiles of monolingual and bilingual Finnish preschool children at risk for language impairment. International Journal of Language & Communication Disorders 43.6, 699−711.Google Scholar
Williams, C. J. & McLeod, S. (2012). Speech-language pathologists' assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology 14.3, 292−305.Google Scholar
Windsor, J., Kohnert, K., Loxtercamp, A. L. & Kan, P. F. (2008). Performance on nonlinguistic visual tasks by children with language impairment. Applied Psycholinguistics 29.2, 237−268.Google Scholar
Windsor, J., Kohnert, K., Lobitz, K. F. & Pham, G. T. (2010). Cross-language nonword repetition by bilingual and monolingual children. American Journal of Speech-Language Pathology 19.4, 298−310.Google Scholar
Wright, S. C., Taylor, D. M. & Macarthur, J. (2000). Subtractive bilingualism and the survival of the Inuit language: Heritage- versus second-language education. Journal of Educational Psychology 92.1, 63−84.Google Scholar
Zelaznik, H. N. & Goffman, L. (2010). Generalized motor abilities and timing behavior in children with specific language impairment. Journal of Speech, Language, and Hearing Research 53.2, 383−393.Google Scholar
Ziethe, A., Eysholdt, U. & Doellinger, M. (2013). Sentence repetition and digit span: Potential markers of bilingual children with suspected SLI? Logopedics Phoniatrics Vocology 38.1, 1−10.Google Scholar