The goal of the proposed research is to systematically explore areas of overlap and divergence in cognitive-linguistic processing between typically developing school-age children who speak English as a first language, Spanish-speakers who have learned English as their second (L2) language, and monolingual English-speaking children with a primary language impairment (LI). Two studies are proposed to test the predictions of a general interactive information processing theory as applied to the joint study of LI and L2 acquisition by children. Study 1 (Language-Dependent Measures) tests processing skills in English on non-word repetition and lexical retrieval tasks. The prediction here is that L2 learners and children with LI will perform similarly, and that this performance will be significantly below (slower and/or less accurate) than that of their intact monolingual English-speaking peers. Study 2 (Nonlinguistic Cognitive Measures) tests basic-level cognitive processing on nonlinguistic auditory perception and visual working memory tasks. Previous research has shown that children with LI perform more poorly than their language-intact (monolingual) peers on these tasks. Contrary to the results of Study 1, we hypothesize that there will be no difference between typical monolingual and L2 children in Study 2, with both groups having greater task speed/accuracy than children with LI. The long-term goal of the research is to identify common non-linguistic processing ground which separates intact from impaired language learners (regardless of diverse language experience) within an interactive information-processing framework of language learning and breakdown. Pending empirical support for the current hypotheses, future research will be expanded to more precisely define the nature of errors in cognitive-linguistic processing in L2 learners with and without LI. A major aim of this innovative line of research is to develop a specific model of L2 acquisition as it interacts with LI. This explicit theoretical processing model of language learning by L2 learners with and without LI is needed in order to develop clinical measures which can be used to identify LI in the highly variable population of L2 learners.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Small Research Grants (R03)
Project #
5R03DC005542-02
Application #
6627751
Study Section
Special Emphasis Panel (ZDC1-SRB-O (29))
Program Officer
Cooper, Judith
Project Start
2002-05-01
Project End
2005-04-30
Budget Start
2003-05-01
Budget End
2004-04-30
Support Year
2
Fiscal Year
2003
Total Cost
$74,250
Indirect Cost
Name
University of Minnesota Twin Cities
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
555917996
City
Minneapolis
State
MN
Country
United States
Zip Code
55455
Danahy, Kerry; Windsor, Jennifer; Kohnert, Kathryn (2007) Counting span and the identification of primary language impairment. Int J Lang Commun Disord 42:349-65
Jia, Gisela; Kohnert, Kathryn; Collado, Julissa et al. (2006) Action naming in Spanish and English by sequential bilingual children and adolescents. J Speech Lang Hear Res 49:588-602
Kan, Pui Fong; Kohnert, Kathryn (2005) Preschoolers learning Hmong and English: lexical-semantic skills in L1 and L2. J Speech Lang Hear Res 48:372-83
Kohnert, Kathryn; Yim, Dongsun; Nett, Kelly et al. (2005) Intervention with linguistically diverse preschool children: a focus on developing home language(s). Lang Speech Hear Serv Sch 36:251-63
Nelson, Peggy; Kohnert, Kathryn; Sabur, Sabina et al. (2005) Classroom noise and children learning through a second language: double jeopardy? Lang Speech Hear Serv Sch 36:219-29
Kohnert, Kathryn; Windsor, Jennifer (2004) The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. J Speech Lang Hear Res 47:891-903
Windsor, Jennifer; Kohnert, Kathryn (2004) The search for common ground: Part I. Lexical performance by linguistically diverse learners. J Speech Lang Hear Res 47:877-90
Kohnert, Kathryn (2004) Cognitive and cognate-based treatments for bilingual aphasia: a case study. Brain Lang 91:294-302
Kohnert, Kathryn; Kennedy, Mary R T; Glaze, Leslie et al. (2003) Breadth and depth of diversity in Minnesota: challenges to clinical competency. Am J Speech Lang Pathol 12:259-72