Abstract
The article presents the results of a field logopedic study of third- and fourth-grade bilingual students and the research material created by them while carrying out a writing task of producing a text of their own. The aim of the experiment is to analyze the quantitative and qualitative parameters of the dysgraphia errors in bilingual students (ethnic Roma and Turks) at the text level and on this basis to identify their typology and dependence on some linguistic and social factors. For the purposes of the research, a toolkit has been developed that includes groups of methods for the study of the following: the psychosomatic and the academic status, the elementary graphic habits; the phonemic gnosis; writing in different situations; identification and typologization of typographical errors through a criterion system. The results clearly show that the prevailing errors made by the bilinguals are analytic-synthetic. Regarding the other types of errors, significant differences have not been registered. The analysis of the results showed significant differences in terms of gender, ethnicity/language status and type of settlement.
Highlights
The language development of the child is an integral part of its social development and one of the components of its socialization as a person
As a science that takes as its subject matter language and speech disorders, as well as their rehabilitation and prevention, speech therapy has a special status in the study of bilingualism and in solving the problems related to the education, upbringing and socialization of bilinguals
The first null hypothesis suggested that the number of ASDE manifested by the monolinguals and bilinguals would not be significantly different from other two types of dysgraphia errors (VSCPL, WL) made in the written text
Summary
The language development of the child is an integral part of its social development and one of the components of its socialization as a person. Each role corresponds to certain norms of social and linguistic behavior, depending on the situation and conditions of communication. The process begins in kindergarten and continues in primary school, where children learn the correct speech, and the peculiarities of written communication. The problems of children from ethno-cultural and ethno-linguistic minorities are already evident in kindergarten, they deepen and become more complicated in primary school. These problems are related not so much to the influence of ethno-cultural and socio-cultural factors, as to the linguistic peculiarities of the environment in which the children live. As a science that takes as its subject matter language and speech disorders, as well as their rehabilitation and prevention, speech therapy has a special status in the study of bilingualism and in solving the problems related to the education, upbringing and socialization of bilinguals
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
