Language profiles of Welsh-English bilingual children with Down syndrome

Eirini Sanoudaki,Rebecca Ward

doi:10.1016/j.jcomdis.2021.106126

Eirini Sanoudaki, Rebecca Ward

Open Access

https://doi.org/10.1016/j.jcomdis.2021.106126

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Abstract

PurposeGiven that children with Down syndrome (DS) have language learning difficulties, concerns have been raised about the capacity of these children to acquire two (or more) languages. This research examines the language profiles of bilingual children with DS and typically developing (TD) children in comparison to monolinguals, with a view towards identifying the factors associated with language abilities within these populations. MethodFour groups of children were recruited: Welsh-English bilinguals with DS (n=10), English monolinguals with DS (n=10), TD Welsh-English bilinguals (n=10) and TD English monolinguals (n=10). Children were individually matched on nonverbal cognitive ability (NVCA) to each child in the bilingual DS group and the four groups were matched on socioeconomic status and gender. Bilinguals were matched on current and lifetime exposure to Welsh and age of first exposure to their L2. Within DS and TD groups, chronological age was statistically controlled for. Language abilities were assessed via standardised assessments and specially designed tasks. Bilinguals were assessed in both of their languages. ResultsResults show no effect of language status on measures of expressive and receptive language abilities or phonological awareness. Language impairments were evident for both DS groups, particularly for expressive morphosyntax. Welsh receptive vocabulary scores of the bilinguals with DS were comparable to the TD bilinguals. Working memory, phonological awareness and chronological age were the strongest predictors of receptive language outcomes in both DS groups, explaining 90% of the variability. ConclusionsIn conclusion, we report no adverse outcomes on language development for bilinguals with DS. To our knowledge, this is the first group study of bilingualism in children with DS within the UK. Findings align with and add to the growing body of literature that reports that bilingualism does not negatively impact the language development of children with developmental disabilities. Clinical and educational implications are discussed.

Highlights

Bilingualism is an important feature of increasingly multicultural societies with the number of bilingual and multilingual in dividuals worldwide being higher than monolinguals (Marian & Shook, 2012)
To identify and compare the core, receptive and expressive language abilities of bilinguals with Down syndrome (DS) compared to the three control groups, a series of ANOVAs were conducted for each component for the English language assessments
The current study is the first piece of research that reports on the language profiles of bilingual children with DS in the UK in comparison to developmentally matched monolingual children with DS as well as typically developing (TD) control groups

Summary

Introduction

Bilingualism is an important feature of increasingly multicultural societies with the number of bilingual and multilingual in dividuals worldwide being higher than monolinguals (Marian & Shook, 2012). Identifying the impact that bilingualism has on cognitive and linguistic development becomes progressively more relevant. Received 8 August 2020; Received in revised form April 2021; Accepted May 2021.

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