Changes in English Past Tense Use by Bilingual School-Age Children With and Without Developmental Language Disorder.

Abstract

The purpose of this study is to examine changes in English past tense accuracy and errors among Spanish-English bilingual children with typical development (TD) and developmental language disorder (DLD). Thirty-three children were tested before and after 1 year to examine changes in clinically relevant English past tense errors using an elicited production task. A mixed-model linear regression using age as a continuous variable revealed a robust effect for age. A 4-way repeated-measures analysis of variance was conducted with age (young, old) and language ability group (TD, DLD) as between-subjects variables, time (Time 1, Time 2) and verb type (regular, irregular, and novel verbs) as within-subject variables, and percent accuracy as the dependent variable. Subsequently, a 4-way repeated-measures analysis of variance was conducted to measure the overall distribution of verb errors across 2 time points. Overall, children produced regular and novel verb past tense forms with higher accuracy than irregular past tense verbs in an elicitation task. Children with TD were more accurate than children with DLD. Younger children made more improvement than older children from Time 1 to Time 2, especially in the regular and novel verb conditions. Bare stem and overregularization were the most common errors across all groups. Errors consisting of stem + ing were more common in children with DLD than those with TD in the novel verb condition. Contrary to an earlier report (Jacobson & Schwartz, 2005), the relative greater difficulty with regular and novel verbs was replaced by greater difficulty for irregular past tense, a pattern consistent with monolingual impairment. Age was a contributing factor, particularly for younger children with DLD who produced more stem + ing errors in the novel verb condition. For all children, and particularly for those with DLD, an extended period for irregular past tense learning was evident. The results support a usage-based theory of language acquisition and impairment.