Primary or "specific" language impairment and children learning a second language

Kathryn Kohnert; Jennifer Windsor; Kerry Danahy Ebert

doi:10.1016/j.bandl.2008.01.009

Primary or "specific" language impairment and children learning a second language

Kathryn Kohnert, Jennifer Windsor, Kerry Danahy Ebert

Speech-Language-Hearing Sciences

Research output: Contribution to journal › Article › peer-review

51 Scopus citations

Abstract

We review empirical findings from children with primary or "specific" language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of growth and skill distribution in L1 and L2 which complicate the identification of PLI in linguistically diverse learners. We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI.

Original language	English (US)
Pages (from-to)	101-111
Number of pages	11
Journal	Brain and Language
Volume	109
Issue number	2-3
DOIs	https://doi.org/10.1016/j.bandl.2008.01.009
State	Published - May 2009

Bibliographical note

Funding Information:
The writing of this manuscript was supported by a grant from the National Institutes of Child Health and Human Development RFA-DC-05-00, titled Processing Measures of LI in Linguistically Diverse Learners.

Keywords

Developmental language disorders
Nonlinguistic processing
SLI
Sequential bilingual

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10.1016/j.bandl.2008.01.009

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title = "Primary or {"}specific{"} language impairment and children learning a second language",

abstract = "We review empirical findings from children with primary or {"}specific{"} language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of growth and skill distribution in L1 and L2 which complicate the identification of PLI in linguistically diverse learners. We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI.",

keywords = "Developmental language disorders, Nonlinguistic processing, SLI, Sequential bilingual",

author = "Kathryn Kohnert and Jennifer Windsor and Ebert, {Kerry Danahy}",

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AU - Windsor, Jennifer

AU - Ebert, Kerry Danahy

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AB - We review empirical findings from children with primary or "specific" language impairment (PLI) and children who learn a single language from birth (L1) and a second language (L2) beginning in childhood. The PLI profile is presented in terms of both language and nonlinguistic features. The discussion of L2 learners emphasizes variable patterns of growth and skill distribution in L1 and L2 which complicate the identification of PLI in linguistically diverse learners. We then introduce our research program, designed to map out common ground and potential fault lines between typically developing children learning one or two languages, as compared to children with PLI.

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Primary or "specific" language impairment and children learning a second language

Abstract

Bibliographical note

Keywords

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