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Narrative discourse in bilingual children: language and task effects.

Christine E Fiestas1, Elizabeth D Peña

  • 1Department of Communication Sciences and Disorders, University of Texas at Austin, 78712-1089, USA. christine_fiestas@juno.com

Language, Speech, and Hearing Services in Schools
|June 12, 2004
PubMed
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Language and narrative task type significantly impact story production in bilingual children. Eliciting narratives requires careful consideration of both factors for accurate assessment.

Area of Science:

  • Linguistics
  • Developmental Psychology
  • Bilingualism

Background:

  • Bilingual children's language development is complex.
  • Assessing narrative skills in bilingual children requires understanding language-specific influences.

Purpose of the Study:

  • Investigate how language and elicitation method affect narrative production in Spanish-English bilingual children.
  • Compare narrative complexity and productivity across languages and tasks.

Main Methods:

  • Twelve Spanish-English bilingual children (4-7 years) produced narratives using a wordless picture book and a static picture, in both languages.
  • Analyzed story grammar, narrative elements, productivity, grammaticality, and cross-linguistic influence.

Main Results:

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  • Narrative complexity was similar across languages for the book task.
  • Spanish narratives had more attempts/initiating events; English had more consequences.
  • Bilingual children showed language-influenced utterances, particularly in the book task.

Conclusions:

  • Language and narrative task type are crucial for eliciting complex and productive narratives from bilingual children.
  • Findings highlight the need to consider linguistic context in narrative assessment.