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Article published In: Language Impairment in Bilingual Children: State of the art 2017
Edited by Theodoros Marinis, Sharon Armon-Lotem and George Pontikas
[Linguistic Approaches to Bilingualism 7:3/4] 2017
► pp. 394–430

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Object Clitic production in monolingual and bilingual children with Specific Language Impairment

A comparison between elicited production and narratives

 | University of Cambridge
 | Aristotle University of Thessaloniki
 | University of Cologne
Published online: 16 September 2016
DOI logo with link
https://doi.org/10.1075/lab.15025.tsi
Abstract
Pronominal clitics are sensitive to both morphosyntax and discourse. Problems in clitic use could therefore stem from morphosyntactic or discourse management problems in children with SLI. Previous studies focused on 3rd person clitic use identifying morphosyntactic problems. We compare 1st with 3rd person clitic elicitation by monolingual and bilingual children with SLI to examine whether perspective-switching in the same task would affect performance. Elicited 3rd person clitics were further compared with clitic use in narratives to investigate the role of richer discourse context in clitic production. Perspective-taking was independently examined with first- and second-order Theory of Mind tasks. Bilingual were more accurate than monolingual children with SLI in 1st person clitics, in the use of unambiguous clitics in narratives and in second-order ToM reasoning. We conclude that bilingualism seems to enhance SLI children’s discourse use and perspective-taking strategies which, in turn, improve their use of clitics in context-sensitive conditions.
Article outline
  • 1.Introduction
  • 2.The present study
  • 3.Methods
    • 3.1Participants
    • 3.2Baseline language ability and WM tasks
    • 3.3Clitic production tasks
    • 3.4ToM tasks
      • 3.4.1First-order ToM unexpected transfer task
      • 3.4.2Unexpected content task
      • 3.4.3Second-order ToM task(adapted from Astington, Pelletier, & Homer, 2002)
    • 3.5Narrative retelling task
  • 4.Results
    • 4.1Baseline language ability and WM tasks
    • 4.2PPPC task
    • 4.3ToM tasks
    • 4.4Narrative retelling task
      • 4.4.1Correlations and regressions
  • 5.Discussion
  • 6.Conclusions
  • Notes
  • References
References (79)
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