Bilingual children with specific language impairment: Theoretical and applied issues
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Bilingualism is often considered an inappropriate developmental choice for children with specific language impairment (SLI) because, according to a widespread belief, these children's limited capacity for language would be overtaxed by learning two linguistic systems. However, there has not been adequate empirical investigation of SLI in bilingual children to support, or refute, this belief and the professional practices that are based on it. On the theoretical side, two opposing perspectives concerning the nature of the deficit in SLI make different predictions for the outcome of children with SLI learning two languages, and one set of predictions is consistent with the popular belief stated above. This article is aimed at addressing both the applied concerns and the theoretical debate with evidence from two studies examining the morphological acquisition of French–English bilingual children with SLI as compared to French and English monolinguals with SLI.
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Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it