Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/27414
Children diagnosed with a specific language impairment are faced with difficulty in both language production and comprehension. When children with SLI are additionally placed in a bilingual environment, there is a common misconception that these children are unable to successfully learn two languages. This paper examines these two distinct fields, with the aim of understanding the relationship between them and how the associated challenges affect language acquisition. Thus, the first section of this paper examines the multidimensional field of bilingualism, highlighting how the various social and environmental factors influence both linguistic production and cognitive benefits. Additionally, the paper examines characteristics and causes of specific language impairment, as well as the external influences that may affect linguistic prospects. SLI ultimately affects daily communication and is characterised by late speaking, difficulties with communication and ungrammatical vocabulary. It is usually diagnosed when linguistic difficulties are not accountable for by poor hearing or other related deficits. Apparent similarities between bilingualism and SLI, such as small vocabulary and discrepancy between language understanding and production, can be confusing to parents and indicate that the elimination of one language may the best option to ensure maximum language learning. It also appears that social and environmental factors are crucial in language potential for children with SLI, a notable similarity with bilingual language development. However, studies have shown that bilingual children with SLI are neither at an advantage nor a disadvantage in their linguistic development in comparison to their monolingual peers, although the type of input is a key concerning factor in the language learning environment of simultaneous and sequential language learner. For this reason, research has focused on the development of appropriate diagnostic measures, to ensure that bilingual learners are not confused with children with SLI and to ensure that research into the relationship between bilingualism and SLI can continue.
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