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Record W1985431846 · doi:10.1044/cds12.2.17

Language Intervention From A Bilingual Mindset

2005· article· en· W1985431846 on OpenAlexaffabout
Elin Thordardottir

Bibliographic record

VenuePerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations · 2005
Typearticle
Languageen
FieldPsychology
TopicLanguage Development and Disorders
Canadian institutionsMcGill University
Fundersnot available
KeywordsMindsetPsychologyPsycholinguisticsMultilingualismFirst languageNeuroscience of multilingualismBilingual educationCognitionLinguisticsPedagogy

Abstract

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No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Jul 2005Language Intervention From A Bilingual Mindset Elin Thordardottir Elin Thordardottir School of Communication Sciences and Disorders, McGill UniversityMontreal, Quebec, Canada Google Scholar More articles by this author https://doi.org/10.1044/cds12.2.17 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (1985, June). Clinical management of communicatively handicapped minority language populations.Asha, 27 (6), 29–32. Google Scholar Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind.Child Development, 70, 636–644. CrossrefGoogle Scholar Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task.Developmental Science, 7, 325–339. CrossrefGoogle Scholar Bruck, M. (1982). Language impaired children's performance in an additive bilingual education program.Applied Psycholinguistics, 3, 45–60. Google Scholar Bruck, M. (1985). Predictors of transfer out of early French immersion programs.Applied Psycholinguistics, 6, 39–61. Google Scholar Dodson, C. (1983). Living with two languages.Journal of Multilingual and Multicultural Development, 4, 401–114. Google Scholar Galambos, S., & Goldin-Meadow, S. (1990). The effects of learning two languages on levels of metalinguistic awareness.Cognition, 34, 1–56. CrossrefGoogle Scholar Gardner, R., & Lambert, W. (1959). Motivational variables in second-language acquisition.Canadian Journal of Psychology, 13, 266–272. CrossrefGoogle Scholar Genesee, F. (1989). Early bilingual development: One language or two?.Journal of Child Language, 16, 161–179. CrossrefMedlineGoogle Scholar Goodz, N. (1989). Parental language mixing in bilingual families.Infant Mental Health Journal, 10, 25–44. CrossrefGoogle Scholar Gutierrez-Clellen, V. (1999). Language choice in intervention with bilingual children.American Journal of Speech-Language Pathology, 8, 291–302. LinkGoogle Scholar Hakuta, K., & Garcia, E. (1989). Bilingualism and education.American Psychologist, 44, 374–379. Google Scholar Juarez, M. (1983). Assessment and treatment of minority language-handicapped children: The role of the monolingual speech-language pathologist.Topics in Language Disorders, 3(3), 57–65. Google Scholar Kay-Raining Bird, E., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A, & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. Manuscript under review. Google Scholar Kay-Raining Bird, E., Thordardottir, E., Cleave, P., Trudeau, N., & Sutton, A. (2003, November). Bilingualism and children with Down syndrome. Paper presented at the annual ASHA Convention, Chicago. Google Scholar Kayser, H. (1995). Intervention with children from linguistically and culturally diverse backgrounds. In M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention: Preschool through the elementary years (Vol. 5) (pp. 315–331). Baltimore: Brookes. Google Scholar Kiernan, B., & Swisher, L. (1990). The initial learning of novel English words: Two single-subject experiments with minority-language children.Journal of Speech and Hearing Research, 33, 707–716. AbstractGoogle Scholar Kohnert, K., & Derr, A. (2004). Language intervention with bilingual children. In B. Goldstein (Ed.), Bilingual language development: A focus on Spanish-English speakers (pp. 311–342). Baltimore: Brookes. Google Scholar Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (in press). Intervention with linguistically diverse preschool children.Language, Speech and Hearing Services in Schools. Google Scholar Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English bilingual children with SLI: How do they compare with their monolingual peers?.Journal of Speech, Language, and Hearing Research, 46, 113–127. LinkGoogle Scholar Perozzi, J., & Sanchez, M. (1992). The effects of instruction in L1 on receptive acquisition in L1 on receptive acquisition of L2 for bilingual children with language delay.Language, Speech, and Hearing Services in Schools, 23, 348–352. LinkGoogle Scholar Thordardottir, E. (2002, November). Parents' views on language impairment and bilingualism. Paper presented at the annual ASHA Convention, Atlanta. Google Scholar Thordardottir, E. (in press). Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment.International Journal of Language and Communication Disorders. Google Scholar Thordardottir, E., Ellis Weismer, S., & Smith, M. (1997). Vocabulary learning in bilingual and monolingual clinical intervention.Child Language Teaching and Therapy, 13, 215–227. CrossrefGoogle Scholar Toppelberg, C., Snow, C., & Tager-Flusberg, H. (1999). Severe developmental disorders and bilingualism.Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1197–1199. Google Scholar Weininger, O. (1982). Learning a second language: The immersion experience and the whole child.Interchange on Educational Policy, 13, 20–40. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 12Issue 2July 2005Pages: 17-22 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2005 Metrics Topicsasha-topicsasha-article-typesasha-sigsCopyright & Permissions© 2005 American Speech-Language-Hearing AssociationLoading ...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.424
Threshold uncertainty score0.590

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.038
GPT teacher head0.375
Teacher spread0.338 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations1
Published2005
Admission routes2
Has abstractyes

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