Cover not available

In:Multifaceted Multilingualism
Edited by Kleanthes K. Grohmann
[Studies in Bilingualism 66] 2024
► pp. 68–122

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 4
Microstructural properties in the narrative retellings of young English learners in EMI schools in India

The role of L2 literacy, minority languages and English input in the classroom

 | University of Cambridge
 | The English and Foreign Languages University
 | University of Cambridge
 | University of Reading
Published online: 4 April 2024
DOI logo with link
https://doi.org/10.1075/sibil.66.04tsi
Abstract
The present study investigates narrative microstructure in the English oral retellings of primary school children from disadvantaged backgrounds in India. For these children, the combination of rich linguistic diversity and English as the medium of instruction is a challenge since exposure to English is almost exclusively in the school context. Measures of microstructure include syntactic complexity and finiteness marking as well-known indices of English language ability. Microstructural properties are examined in relation to literacy performance in order to identify possible links between the two modalities. Participants’ language background was included to investigate a possible (dis)advantage associated with minority language speakers exposed to English as the medium of instruction. Our findings suggest that finiteness errors and number of function words are associated with performance on reading comprehension. English input in the classroom selectively predicts performance on complex syntax but not other aspects of microstructure measures. Children speaking minority languages at home are not disadvantaged in their English performance compared to children speaking the majority language (Telugu). Finally, error analysis suggests similarities between types of errors found in other studies of child L2 English. This study sheds light on English L2 narrative skills in a multilingual and underprivileged context with learners exposed to low levels of English language input.
Article outline
  • 1.Introduction
  • 2.Microstructure skills in bilingual children’s narratives and the role of input
  • 3.Finiteness in English and Telugu
  • 4.Literacy and oral language skills in L2 development
  • 5.Research questions and hypotheses
  • 6.The study
    • 5.1Participants
    • 5.2Language experience
    • 5.3Tasks and method
      • 5.3.1ASER literacy test
      • 5.3.2ASER scoring and analysis
      • 5.3.3Narrative retelling task
      • 5.3.3Data analysis
      • 5.3.4Analyses
  • 6.Results
    • 6.1How do children perform on microstructure in L2 English narratives?
    • 6.2How is microstructure in English narratives linked to oral language input in the classroom?
    • 6.3How is microstructure in English narratives related to literacy in English and minority language use at home?
    • 6.4How is microstructure in English narratives related to demographic variables such as Age and Gender?
  • 7.Discussion
  • 8.Conclusion
  • Acknowledgments
  • Notes
  • References
  • Appendix
References (119)
References
Agrawal, T. (2014). Educational inequality in rural and urban India. International Journal of Educational Development, 34, 11–19.Google Scholar logo with link to Google Scholar
Alcott, B., & Rose, P. (2015). Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning?. Prospects, 45, 345-363. Google Scholar logo with link to Google Scholar
(2017). Learning in India’s primary schools: How do disparities widen across the grades? International Journal of Educational Development, 56, 42–51. Google Scholar logo with link to Google Scholar
Altman, C., Armon-Lotem, S., Fichman, S., & Walters, J. (2016). Macrostructure, microstructure, and mental state terms in the narratives of English – Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37(1), 165–193. Google Scholar logo with link to Google Scholar
Amritavalli, R. (2013). An English for every schoolchild in India. English Impact Report, 21.Google Scholar logo with link to Google Scholar
Asadullah, M. N., & Yalonetzky, G. (2012). Inequality of educational opportunity in India: Changes over time and across states. World Development, 40(6), 1151–1163. Google Scholar logo with link to Google Scholar
Baixauli, I., Colomer, C., Roselló, B., & Miranda, A. (2016). Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 59, 234–254. Google Scholar logo with link to Google Scholar
Beals, D. E. (2001). Eating and reading: Links between family conversations with preschoolers and later language and literacy. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 75–92). Paul Brookes.Google Scholar logo with link to Google Scholar
Berman, R., & Katzenberger, I. (2004). Form and function in introducing narrative and expository texts: A developmental perspective. Discourse Processes, 38(1), 57–94. Google Scholar logo with link to Google Scholar
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press. Google Scholar logo with link to Google Scholar
Blom, E., & Paradis, J. (2015). Sources of individual differences in the acquisition of tense inflection by English second language learners with and without specific language impairment. Applied Psycholinguistics, 36(4), 953–976. Google Scholar logo with link to Google Scholar
Bohnacker, U. (2016). Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders. Applied Psycholinguistics, 37(1), 19–48. Google Scholar logo with link to Google Scholar
Boudreau, D. (2008). Narrative abilities: Advances in research and implications for clinical practice. Topics in Language Disorders, 28(2), 99–114. Google Scholar logo with link to Google Scholar
Brutt-Griffler, J. (2017). English in the multilingual classroom: Implications for research, policy and practice. PSU Research Review, 1(3), 216–228. Google Scholar logo with link to Google Scholar
Chandra, A. (2019). Gender gap in skill development: an analytical review. Gender issues in technical and vocational education programs, 1-22. Google Scholar logo with link to Google Scholar
Cobo-Lewis, A. B., Pearson, P. Z., Eilers, R. E., & Umbel, V. C. (2002). Effects of bilingualism and bilingual education on oral and written Spanish skills: A multifactor study of standardized test outcomes. In Oller & Eilers (Eds.) (pp. 98–117).Google Scholar logo with link to Google Scholar
Craig, S., Hull, K., Haggart, A. G., & Crowder, E. (2001). Storytelling addressing the literacy needs of diverse learners. Teaching Exceptional Children, 33(5), 46–51. Google Scholar logo with link to Google Scholar
Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72(5), 656–669. Google Scholar logo with link to Google Scholar
Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186–202. Google Scholar logo with link to Google Scholar
Dressler, C., & Kamil, M. L. (2006). First- and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 197–238). Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Durairajan, G. (2018). Convivial cross-lingual evaluation in multilingual Indian classrooms: An exploration of possibilities. In M. K. Mishra & A. Mahanand (Eds.), Multilingual education in India: The case for English (pp. 275–286). Viva Books.Google Scholar logo with link to Google Scholar
Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189–204. Google Scholar logo with link to Google Scholar
Erling, E. J., Adinolfi, L., Hultgren, A. K., Buckler, A., & Mukorera, M. (2016). Medium of instruction policies in Ghanaian and Indian primary schools: An overview of key issues and recommendations. Comparative Education, 52(3), 294–310. Google Scholar logo with link to Google Scholar
Fatihi, A. R. (2003). Urdu in Andhra Pradesh. Language in India: Strength for today and bright hope for tomorrow, 3. Retrieved on 5 November 2023 from [URL]Google Scholar logo with link to Google Scholar
Fiestas, C. E., & Peña, E. D. (2004). Narrative discourse in bilingual children: Language and task effects. Language Speech and Hearing Services in Schools, 35(2), 155–168. Google Scholar logo with link to Google Scholar
Gagarina, N. V., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., Bohnacker, U., & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. ZAS Papers in Linguistics, 56.Google Scholar logo with link to Google Scholar
Gagarina, N. (2016). Narratives of Russian-German preschool and primary school bilinguals: Rasskaz and Erzaehlung. Applied Psycholinguistics, 37(1), 91–122. Google Scholar logo with link to Google Scholar
Gagarina, N., Klop, D., Tsimpli, I. M., & Walters, J. (2016). Narrative abilities in bilingual children. Applied Psycholinguistics, 37(1), 11–17. Google Scholar logo with link to Google Scholar
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J. (2019). MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 63. Google Scholar logo with link to Google Scholar
García Mayo, M. D. P., Ibarrola, A. L., & Liceras, J. M. (2005). Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning, 55(3), 445–489. Google Scholar logo with link to Google Scholar
Gavruseva, E. (2008). The development of copula and auxiliary be and overgeneration of be in child L2 English. Current trends in child second language acquisition: A generative perspective, 145-177.Google Scholar logo with link to Google Scholar
Gathercole, V. C. M. (Ed.) (2013). Issues in the assessment of bilinguals. Multilingual Matters. Google Scholar logo with link to Google Scholar
Golberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29(1), 41–65. Google Scholar logo with link to Google Scholar
Government of India. (2020). National Education Policy (NEP): Policy document. Retrieved from [URL]Google Scholar logo with link to Google Scholar
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. Google Scholar logo with link to Google Scholar
Govindarajan, K., & Paradis, J. (2019). Narrative abilities of bilingual children with and without developmental language disorder (SLI): Differentiation and the role of age and input factors. Journal of Communication Disorders, 77, 1–16. Google Scholar logo with link to Google Scholar
Gusewski, S., & Rojas, R. (2017). Tense marking in the English narrative retells of dual language preschoolers. Language, Speech, and Hearing Services in Schools, 48(3), 183–196. Google Scholar logo with link to Google Scholar
Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education, 13(2), 175–197. Google Scholar logo with link to Google Scholar
Haven, K. F., & Ducey, M. (2007). Crash course in storytelling. Greenwood Publishing Group.Google Scholar logo with link to Google Scholar
Hawkins, R., & Casillas, G. (2008). Explaining frequency of verb morphology in early L2 speech. Lingua, 118(4), 595–612. Google Scholar logo with link to Google Scholar
Hedrick, W. B., & Cunningham, J. W. (1995). The relationship between wide reading and listening comprehension of written language. Journal of Literacy Research, 27(3), 425–438. Google Scholar logo with link to Google Scholar
Hickmann, M. (2003). Children’s discourse: Person, space, and time across languages. Cambridge University Press.Google Scholar logo with link to Google Scholar
Iluz-Cohen, P., & Walters, J. (2012). Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15(1): 58–74. Google Scholar logo with link to Google Scholar
Ionin, T., & Wexler, K. (2002). Why is ‘is’ easier than ‘-s’? Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research, 18(2), 95–136. Google Scholar logo with link to Google Scholar
Jia, G., & Fuse, A. (2007). Acquisition of English grammatical morphology by native Mandarin-speaking children and adolescents: Age-related differences. Journal of Speech, Language, and Hearing Research, 50, 1280–1299. 1092-4388/07/5005-1280. Google Scholar logo with link to Google Scholar
Jiménez, R. T. (1997). The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school. Reading Research Quarterly, 32(3), 224–243. Google Scholar logo with link to Google Scholar
Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B. (2006). The index of narrative microstructure: A clinical tool for analyzing school-age children’s narrative performances. American Journal of Speech-Language Pathology, 15, 177–191. Google Scholar logo with link to Google Scholar
Kaltsa, M., Prentza, A., & Tsimpli, I. M. (2020). Input and literacy effects in simultaneous and sequential bilinguals: The performance of Albanian-Greek speaking children in sentence repetition. International Journal of Bilingualism, 24(2), 159–183. Google Scholar logo with link to Google Scholar
Kapalková, S., Polišenská, K., Marková, L., & Fenton, J. (2016). Narrative abilities in early successive bilingual Slovak – English children: A cross-language comparison. Applied Psycholinguistics, 37(1): 145–164. Google Scholar logo with link to Google Scholar
Kissock, M. J. (2014). Evidence for ‘finiteness’ in Telugu. Natural Language & Linguistic Theory, 32(1), 29–58. Google Scholar logo with link to Google Scholar
Krashen, S. (1985). The Input Hypothesis: Issues and implications. Longman.Google Scholar logo with link to Google Scholar
Kunnari, S., Välimaa, T., & Laukkanen-Nevala, P. (2016). Macrostructure in the narratives of monolingual Finnish and bilingual Finnish – Swedish children. Applied Psycholinguistics, 37(1), 123–144. Google Scholar logo with link to Google Scholar
Langer, J. A., Bartolome, L., Vasquez, O., & Lucas, T. (1990). Meaning construction in school literacy tasks: A study of bilingual students. American Educational Research Journal, 27(3), 427–471. Google Scholar logo with link to Google Scholar
Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It’s simple, but complex. Child Development, 89(5), 1821–1838. Google Scholar logo with link to Google Scholar
Li, M.-C. (2012). The acquisition of tense and agreement by early child second language learners (Unpublished PhD dissertation). University of Illinois, Urbana-Champaign.Google Scholar logo with link to Google Scholar
Lightfoot, A., Balasubramanian, A., Tsimpli, I. M., Mukhopadhyay, L., & Treffers-Daller, J. (2022). Measuring the multilingual reality: Lessons from classrooms in Delhi and Hyderabad. International Journal of Bilingual Education and Bilingualism, 25(6), 2208–2228. Google Scholar logo with link to Google Scholar
MacWhinney, B. (2016). The TalkBank Project tools for analyzing talk – Electronic edition part 2: The CLAN programs. Retrieved on 5 November 2023 from [URL]
Mäkinen, L., Loukusa, S., Nieminen, L., Leinonen, E., & Kunnari, S. (2014). The development of narrative productivity, syntactic complexity, referential cohesion and event content in four-to eight-year-old Finnish children. First Language, 34(1), 24–42. Google Scholar logo with link to Google Scholar
Marphatia, A. A., Reid, A. M., & Yajnik, C. S. (2019). Developmental origins of secondary school dropout in rural India and its differential consequences by sex: A biosocial life-course analysis. International Journal of Educational Development, 66, 8–23. Google Scholar logo with link to Google Scholar
McNeill, K. L. (2011). Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793–823. Google Scholar logo with link to Google Scholar
Meganathan, R. (2018). An exploration into English language teaching in multilingual contexts. In B. Tomlinson & A. Keedwell (Eds.), Explorations: Teaching and learning English in India – Issue 10: Using inclusive practices and multilingual approaches (2). British Council.Google Scholar logo with link to Google Scholar
Miller, J. F., & Klee, T. (1995). Computational approaches to the analysis of language impairment. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 545–572). Blackwell.Google Scholar logo with link to Google Scholar
Ministry of Education (2020). National Education Policy 2020. Indian Ministry of Human Resource Development.Google Scholar logo with link to Google Scholar
Mohanty, A. (2010). Languages, inequality and marginalisation: Implications of the double divide in Indian multilingualism. International Journal of the Sociology of Language, 205, 131–154. Google Scholar logo with link to Google Scholar
Mohanty, A. K. (2013). Multilingual education in India: Overcoming the language barrier and the burden. In P. Siemund, I. Gogolin, M. E. Schulz, & J. Davydova (Eds.), Multilingualism and language diversity in urban areas: Acquisition, identities, space, education. Amsterdam (pp. 305–326). John Benjamins. Google Scholar logo with link to Google Scholar
(2019). The multilingual reality: Living with languages. Multilingual Matters.Google Scholar logo with link to Google Scholar
Murti, K. (1972). Telugu syntax: A brief description. Linguistics, 10(81), 49–82. Google Scholar logo with link to Google Scholar
Nadimpalli, S. K., & Babu, K. R. V. (2017). Unraveling the intricacies of tense and aspect of Telugu for an efficacious learning of English. International Journal of Linguistics and Literature, 6(5), 23–26.Google Scholar logo with link to Google Scholar
Nakamoto, J., Lindsey, K. A., & Manis, F. R. (2008). A cross-linguistic investigation of English language learners’ reading comprehension in English and Spanish. Scientific Studies of Reading, 12(4), 351–371. Google Scholar logo with link to Google Scholar
Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. M. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031–1039. Google Scholar logo with link to Google Scholar
Ntalli, A. (2020). The acquisition of finiteness in English by child second language learners in instructed contexts: Age of onset and L1 effects (Unpublished PhD dissertation). University of Cambridge.Google Scholar logo with link to Google Scholar
OECD (2020). Economic outlook for Southeast Asia, China and India 2020- Update: Meeting the challenges of COVID-19. OECD Publishing.Google Scholar logo with link to Google Scholar
Oller D. K., & R. E. Eilers (Eds.). (2002). Language and literacy in bilingual children. Multilingual Matters. Google Scholar logo with link to Google Scholar
Otwinowska, A., Mieszkowska, K., Białecka-Pikul, M., Opacki, M., & Haman, E. (2020). Retelling a model story improves the narratives of Polish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 23(9), 1083–1107. Google Scholar logo with link to Google Scholar
Otwinowska, A., Opacki, M., Mieszkowska, K., Białecka-Pikul, M., Wodniecka, Z., & Haman, E. (2022). Polish – English bilingual children overuse referential markers: MLU inflation in Polish-language narratives. First Language, 42(2), 191–215. Google Scholar logo with link to Google Scholar
Ouane, A., & Glanz, C. (2010). How and why Africa should invest in African languages and multilingual education. UNESCO Institute for Lifelong Learning.Google Scholar logo with link to Google Scholar
Pal, R., & Panda, M. (2020). English-vernacular divide: Teaching learning strategies in English medium school. MLE Newsletter: Swara, 14(1).Google Scholar logo with link to Google Scholar
Paradis, J., Tremblay, A., & Crago, M. (2008). Bilingual children’s acquisition of English inflection: The role of language dominance and task type. In BUCLD 32 proceedings (Vol. 2, pp. 378-389). Somerville, MA: Cascadilla Press.Google Scholar logo with link to Google Scholar
Paradis, J., Tulpar, Y., & Arppe, A. (2016). Chinese L1 children’s English L2 verb morphology over time: Individual variation in long-term outcomes. Journal of Child Language, 43(3), 553–580. Google Scholar logo with link to Google Scholar
Pearson, B. Z. (2002). Narrative competence among monolingual and bilingual school children in Miami. In Oller & Eilers (Eds.), 135–174. Google Scholar logo with link to Google Scholar
Pearson, B. Z., & de Villiers, P. A. (2005). Child language acquisition: Discourse, narrative and pragmatics. In K. Brown & E. Lieven (Eds.), Encyclopedia of language and linguistics. Elsevier.Google Scholar logo with link to Google Scholar
Pratham (2015). Annual Status of Education Report (Rural) 2014. Pratham. Retrieved on 5 November 2023 from [URL]Google Scholar logo with link to Google Scholar
(2017). Annual Status of Education Report (Rural) 2016. Pratham. Retrieved on 5 November 2023 from [URL]Google Scholar logo with link to Google Scholar
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 291–309). International Reading Association.Google Scholar logo with link to Google Scholar
Rice, M. L., & Wexler, K. (2001). Rice/Wexler Test of Early Grammatical Impairment. Harcourt Assessment.Google Scholar logo with link to Google Scholar
Rodina, Y. (2017). Narrative abilities of preschool bilingual Norwegian–Russian children. International Journal of Bilingualism, 21(5), 617–635. Google Scholar logo with link to Google Scholar
Rojas, R., Iglesias, A., Bunta, F., Goldstein, B., Goldenberg, C., & Reese, L. (2016). Interlocutor differential effects on the expressive language skills of Spanish-speaking English learners. International Journal of Speech-Language Pathology, 18(2), 166–177. Google Scholar logo with link to Google Scholar
Romaine, S. (2013). 18 The bilingual and multilingual community. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 443–465). John Wiley & Sons.Google Scholar logo with link to Google Scholar
Rothou, K., & Tsimpli, I. M. (2020) Biliteracy and reading ability in children who learn Greek as a second language. International Journal of Bilingual Education and Bilingualism, 23(8), 1036–1050. Google Scholar logo with link to Google Scholar
Rydland, V., & Grover, V. (2019) Argumentative peer discussions following individual reading increase comprehension. Language and Education, 33(4), 379–394. Google Scholar logo with link to Google Scholar
Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy (pp. 97–110). Guilford Press.Google Scholar logo with link to Google Scholar
Seabold, S, & Perktold, J. (2010). statsmodels: Econometric and statistical modeling with Python. Proceedings of the 9th Python in Science Conference 2010. Google Scholar logo with link to Google Scholar
Shlonsky, U. (1997). Clause structure and word order in Hebrew and Arabic: An essay in comparative Semitic syntax. Oxford University Press. Google Scholar logo with link to Google Scholar
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary children (Vol. 2.). Ablex.Google Scholar logo with link to Google Scholar
Treffers-Daller, J., Mukhopadhyay, L., Balasubramanian, A., Tamboli, V., & Tsimpli, I. (2022). How ready are Indian primary school children for English medium instruction? An analysis of the relationship between the reading skills of low-SES children, their oral vocabulary and English input in the classroom in government schools in India. Applied Linguistics, 43(4), 746-775. Google Scholar logo with link to Google Scholar
Tsimpli, I. M., Peristeri, E., & Andreou, M. (2016). Narrative production in monolingual and bilingual children with specific language impairment. Applied Psycholinguistics, 37, 195–216. Google Scholar logo with link to Google Scholar
Tsimpli, I. M., Mukhopadhyay, L., Treffers-Daller, J., Alladi, S., Marinis, T., Panda, M., Balasubramanian, A., & Sinha, P. (2019). Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project. Comparative & International Education, 14(1), 54–76. Google Scholar logo with link to Google Scholar
Tsimpli, I. M., Balasubramanian, A., Marinis, T., Panda, M., Mukhopadhyay, L., Alladi S., & Treffers-Daller, J. (2020a). Research report of a four-year study of multilingualism, literacy, numeracy and cognition in Delhi, Hyderabad and Patna. University of Cambridge.Google Scholar logo with link to Google Scholar
Tsimpli, I. M., Vogelzang, M., Balasubramanian, A., Marinis, T., Alladi, S., Reddy, A., & Panda, M. (2020b). Linguistic diversity, multilingualism and cognitive skills: A study of disadvantaged children in India. Languages, 5(1), 10. Google Scholar logo with link to Google Scholar
Tsujita, Y. (2009). Deprivation of Education in Urban Areas: A Basic Profile of Slum Children in Delhi, India. IDE Discussion Papers, 199.Google Scholar logo with link to Google Scholar
Uccelli, P. & Paez, M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations Among English and Spanish Skills. Language Speech Hearing Services in Schools. 38(3): 225–236. Google Scholar logo with link to Google Scholar
Uccelli, P., Galloway, E. P., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 337–356. Google Scholar logo with link to Google Scholar
UNESCO (2009). A methodology for assessing language vitality and endangerment. Retrieved on 5 November 2023 from [URL]
(2014). World inequality database on education. Retrieved on 5 November 2023 from [URL]
Unsworth, S. (2013). Assessing age of onset effects in (early) child L2 acquisition. Language Acquisition, 20(2), 74–92. Google Scholar logo with link to Google Scholar
(2016). Quantity and quality of language input in bilingual language development. In E. Nicoladis & S. Montanari (Eds.), Language and the human lifespan series. Bilingualism across the lifespan: Factors moderating language proficiency (pp. 103–121). American Psychological Association. Google Scholar logo with link to Google Scholar
Van de Craats, I. (2009). The role of IS in the acquisition of finiteness by adult Turkish learners of Dutch. Studies in Second Language Acquisition, 31(1), 59–92. Google Scholar logo with link to Google Scholar
Van Gelderen, A., Schoonen, R., Stoel, R. D., De Glopper, K., & Hulstijn, J. (2007). Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99(3), 477–491. Google Scholar logo with link to Google Scholar
Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A. M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. Google Scholar logo with link to Google Scholar
Virtanen, P., Gommers, R., Oliphant, T. E., Haberland, M., Reddy, T., Cournapeau, D., … & van der Walt, S. J. (2020). SciPy 1.0: Fundamental algorithms for scientific computing in Python. Nature Methods, 17(3), 261–272. Google Scholar logo with link to Google Scholar
Vogelzang, M., Balasubramanian, A., Tsimpli, I. M., Panda, M., Alladi, S., Reddy, A., Mukhopadhyay, L., Treffers-Daller, J., & Marinis, T. (Submitted). Multilingualism and multiliteracy: Examining reading skills and reading comprehension in Indian primary education.
Washburn, J. S. (1983). Literature, storytelling and creative drama. Paper presented at the 73rd Annual Meeting of the National Council of Teachers of English, 18–23 November, Denver, CO.Google Scholar logo with link to Google Scholar
White, L. (2003). Second language acquisition and Universal Grammar. Cambridge University Press. Google Scholar logo with link to Google Scholar
(2008). Some puzzling features of L2 features. In The role of formal features in second language acquisition. Lawrence Erlbaum, 301–326.Google Scholar logo with link to Google Scholar
Zwillinger, D., & Kokoska, S. (2000). CRC standard probability and statistics tables and formulae. CRC Press.Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Narasimhan, Srirangam Vijayakumar & Govinda Yashaswini
2025. Adaptation and Validation of the Child Language Experience and Proficiency Questionnaire Into Kannada. Journal of Speech, Language, and Hearing Research 68:10 ► pp. 4878 ff. DOI logo
Tsimpli, Ianthi Maria & Anusha Balasubramanian
2024. Multilingualism, linguistic diversity, and English in India. In Current Perspectives on Generative SLA – Processing, Influence, and Interfaces [Language Acquisition and Language Disorders, 70], ► pp. 374 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue