Influence of additional language learning on first language learning in children with language disorders

Area of Science:

• Child Language Acquisition
• Developmental Psychology
• Linguistic Studies

Background:

• While multilingualism benefits typically developing children, its impact on children with language disorders (LD) remains unclear.
• Investigating the effects of different language mediums of instruction (MOI) is crucial for understanding L1 development in these children.

Purpose of the Study:

• To examine how multilingual learning environments, specifically using Putonghua as a medium of instruction (MOI), affect first language (L1) acquisition in children with LD.
• To compare L1 Cantonese proficiency gains in children with LD educated in Putonghua versus Cantonese MOI settings.

Main Methods:

• Nineteen Cantonese-speaking students with LD (aged 5;8-6;8) using Putonghua as MOI for Chinese were compared to 18 age/gender-matched students with LD using Cantonese as MOI.
• L1 Cantonese proficiency was assessed at the beginning and end of Grade One, evaluating grammar, expressive vocabulary, auditory textual comprehension, word definition, and narration.
• All participants also learned English (L2) as a subject.

Main Results:

• Both groups demonstrated positive gains in L1 Cantonese proficiency over the semester.
• No significant interaction effects were found between time and group, indicating similar proficiency improvements across both educational settings.
• A slight trend suggested enhanced auditory textual comprehension in students learning Chinese through Putonghua.

Conclusions:

• Multilingual learning environments do not negatively impact L1 proficiency in children with language disorders.
• The study provides evidence that educational approaches utilizing different Chinese dialects as MOI do not hinder L1 acquisition in students with LD.
• Findings suggest that diverse linguistic exposure in educational settings can be beneficial or neutral for language development in children with LD.