- Oxford Handbooks in Linguistics
- Copyright Page
- List of Abbreviations
- The Contributors
- Language Attrition and the Competition Model
- Language Attrition and the Feature Reassembly Hypothesis
- The Interface Hypothesis as a Framework for Studying L1 Attrition
- Implications of the Bottleneck Hypothesis for Language Attrition
- A Complex Dynamic Systems Perspective on Personal Background Variables in L1 Attrition
- Introduction to Psycholinguistic and Neurolinguistic Approaches to Language Attrition
- Language Attrition as a Special Case of Processing Change: A wider cognitive perspective
- Memory Retrieval and Language Attrition: Language loss or manifestations of a dynamic system?
- How Bilingualism Affects Syntactic Processing in The Native Language: Evidence from eye movements
- First Language Attrition and Developmental Language Disorder
- Ageing as a Confound in Language Attrition Research: Lexical retrieval, language use, and cognitive and neural changes
- Linguistic Regression in Bilingual Patients with Alzheimer’s Disease
- Electrophysiological Approaches to L1 Attrition
- Neuroimaging Perspectives on L1 Attrition and Language Change
- Introduction to Linguistic Factors in Language Attrition
- Phonetic Drift
- Phonetic Attrition
- Phonological Attrition
- Morphological Attrition
- Lexical Attrition
- Null and Overt Pronouns in Language Attrition
- Introduction to Extralinguistic Factors in Language Attrition
- Age Effects in Language Attrition
- The Impact of Frequency of Use and Length of Residence on L1 Attrition
- L1 Attrition, L2 Development, and Integration
- Language Contact and Language Attrition
- Introduction to L2 attrition
- Exploring the Impact of Extralinguistic Factors on L2/FL Attrition
- Syntax and Phonology in L2 Attrition: Modularity and resilience
- L2 Lexical Attrition
- Attrition studies on Japanese returnees
- Event-related Potentials as Metrics of Foreign Language Learning and Loss
- Introduction to Heritage Language Development
- Quantifying Language Experience in Heritage Language Development
- Intra-Generational Attrition: Contributions to heritage speaker competence
- 2L1 Simultaneous Bilinguals as Heritage Speakers
- Language Loss and Language Learning in Internationally Adopted Children: Evidence from behaviour and the brain
- Childhood Language Memory in Adult Heritage Language (Re)Learners
- Language Development in Bilingual Returnees
- Concluding remarks
- Annotated bibliography
- Oxford Handbooks in Linguistics
Abstract and Keywords
Developmental Language Disorder (DLD) is an impairment specific to language that affects about 5% to 7% of all children, monolingual as well as bilingual. In this chapter, we aim to demonstrate that knowing more about attrition is important for accurately diagnosing bilingual children whose language abilities raise concerns and who may have DLD. The focus is on bilingual children who are raised in a migration context and whose home language, which is also their first language (L1), may be subject to attrition. We discuss whether the effects of attrition and DLD are expected to show overlap, whether they would accumulate, and whether DLD would influence attrition. In so doing, we often refer to research that has looked at the second language (L2) of bilingual immigrant children, as much less is yet known about their L1. We conclude by summarizing the main issues and suggesting promising avenues for future research.
Elma Blom is Professor at the Department of Special Education at Utrecht University where she teaches about language development. Her research and publications are about developmental language disorder, the parallel development of multiple languages in immigrant children, and the relationship between language and cognition both in language-impaired and multilingual children. Besides theoretical issues, she works on the improvement of diagnostic tools for multilingual children.
Tessel Boerma is a linguist with expertise on child language development and impairment. In 2013, Tessel started her PhD at Utrecht University, investigating the linguistic and cognitive development of monolingual and bilingual children with developmental language disorder. Tessel defended her dissertation in October 2017 and now continues her work on language development in clinical child populations at Utrecht University. She is a postdoctoral researcher in the research programme ‘Language impairment in the 22q11.2 deletion syndrome’. Moreover, she is involved in one of the interdisciplinary projects of Dynamics of Youth, entitled ‘The first 1001 critical days of a child’s life’.
Jan de Jong is Associate Professor at the Department of Biological and Medical Psychology of the University of Bergen (Norway). Previously he worked at the University of Amsterdam where he is still a guest researcher. His past research has addressed grammatical symptoms of language impairment in Dutch, linguistic precursors of dyslexia and, most recently, language impairment in a bilingual context. He was Vice Chair of COST Action IS0804 ‘Language impairment in a multilingual society’ and, together with Sharon Armon-Lotem and Natalia Meir, edited Assessing Multilingual Children (2015), a volume that summarizes the diagnostic tools created in the Action.
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