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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Language01:16

Language

Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...

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Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

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

Kathryn Kohnert1, Jennifer Windsor, Kerry Danahy Ebert

  • 1Department of Speech-Language-Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Dr. S.E., University of Minnesota, Minneapolis, MN 55455, USA. kohne005@umn.edu

Brain and Language
|March 4, 2008
PubMed
Summary

This study compares children with primary language impairment (PLI) to second language (L2) learners. It highlights challenges in identifying PLI in diverse learners and proposes research to understand differences and similarities.

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Area of Science:

  • Developmental linguistics
  • Child language acquisition
  • Language disorders

Background:

  • Primary language impairment (PLI) affects children's language development.
  • Second language (L2) acquisition in childhood presents unique learning trajectories.
  • Distinguishing PLI from typical L2 learning is complex in linguistically diverse populations.

Purpose of the Study:

  • To review empirical findings on primary language impairment (PLI).
  • To examine language and nonlinguistic features in children learning a second language (L2).
  • To compare language development in typically developing children (monolingual and bilingual) with children with PLI.

Main Methods:

  • Review of empirical findings on children with primary language impairment (PLI).
  • Analysis of language and nonlinguistic profiles in PLI.
  • Examination of L2 learner growth patterns and skill distribution in L1 and L2.

Main Results:

  • PLI profiles include specific language and nonlinguistic characteristics.
  • L2 learners exhibit variable growth and skill distribution, complicating PLI identification.
  • Commonalities and differences exist between typically developing bilingual children and children with PLI.

Conclusions:

  • Identifying primary language impairment (PLI) in linguistically diverse second language (L2) learners is challenging.
  • Understanding the interplay between L1, L2 acquisition, and PLI is crucial.
  • Further research is needed to map the distinctions and overlaps between these developmental pathways.