Effect of Speaker on Non-word Repetition Tasks in Bilingual Children
Nearly one quarter of children in the United States now hear a language other than English at home (National Center for Education Statistics, 2011). This means that millions of children, upon entering school, start acquiring English as their second language. At the same time as they experience a shift in language input in their new school environments, they also come in contact with significantly more children in their day-to-day life. Knowing that both child and adult input is important to the overall acquisition of language, it is interesting to ask whether children have different capacities for remembering words when communicated by a child (a classmate) or an adult (a teacher). Using a standardized diagnostic tool known as a nonword repetition task (NWR), I hope to investigate the differences in memory of nonwords when uttered by a child speaker versus an adult speaker in sequential bilingual 5-7 year olds.
Message to Sponsor
- Major: Linguistics, Spanish
- Mentor: Sharon Inkelas