Gabriele Bianco_Bilinguismo e Disturbo di Linguaggio Facciamo un po' d'ordine_aggiornato 2024.pdf

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This Photo by Unknown Author is licensed under CC BY Bilinguismo e Disturbo di Linguaggio: Facciamo un po’ di Ordine Dott. Mag. Gabriele Bianco | Logopedista e Linguista Clinico [email protected] 1 Mi presento… 2 Paesi in cui ho vissuto/studiato/lavorato 3 https://www.facebook.com/logopediabilingue/ 4 https://www.linkedin.com/in/gabriele-bianco-bilingual-slt/ 5 https://twitter.com/gb_bilslt 6 https://youtu.be/E-CrWi1u2d8 Interviste del 2022 rivoltemi da Dr Karin Martin: https://t.ly/BSwO (prima parte) e https://t.ly/7-61 (seconda parte) 7 Assieme ai colleghi Giorgio Benedetti ed Erika Mangialardi sono creatore ed admin di questo gruppo: https://www.facebook.com/groups/107937551058450 8 1. Cosa vuol dire bilingue? 9  Definizioni di Bilinguismo Excursus storico 1953 1962 1967 1989 Bloomfield Haugen Mackey MacNamara Grosjean “Native-like Produzione di Uso alternato di Competenza Il bilingue NON e’ control of two enunciati completi due o piu lingue da minima anche solo la somma di due languages” e dotati di senso in parte dello stesso in uno fra i monolingui un’altra lingua individuo seguenti: Listening, completi o Speaking, Reading, incompleti, ma Writing in un’altra dispone di una lingua configurazione linguistica unica e specifica Bloomfield, L. (1933). Language. New York: Holt, Rinehart & Winston., pp.55-56 Haugen, E. I. (1969). The Norwegian language in America: A study in bilingual behavior (Vol. 1). Indiana University Press, pp. 6-7 Mackey, W.F. 1962. The description of bilingualism. Canadian Journal of Linguistics, 7: 51–85. MacNamara, J. (1967). How can one measure the extent of a person’s bilingual proficiency? In Kelly, L.G. (ed.) Description and measurement of bilingualism. Toronto: University of Toronto Press, p. 82 The bilingual uses the two languages -separately or together- for different purposes, in different domains of life, with different people. Because the needs and uses of the two languages are usually quite different, the bilingual is rarely equally or completely fluent in the two languages Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and language, 36(1), 3-15. 10  E i dialetti? 1994 1999 Grosjean Fabbro I bilingui sono individui che La distinzione tra lingua e usano due o piu’ lingue o daletto e’ meramente politica dialetti nella vita di tutti i giorni e non e’ di alcuna rilevanza per la ricerca e pratica linguistica e neurolinguistica Grosjean, F. (1994). Individual bilingualism. In R. E. Asher (Ed.), The encyclopaedia of language and linguistics (pp. 1656–1660). Oxford, UK: Pergamon Press. Fabbro F., 1999, The neurolinguistics of bilingualism. An introduction, Psychology Press, Hove, p.xi 11 12  Quanti sono i bilingui? It has been estimated that more than half the world's population is bilingual, that is it uses two or more languages (or dialects) in everyday life Grosjean (2010) 54% of Europeans are able to hold a conversation in at least Special Eurobarometer 386 (2012) one additonal language US Census Bureau. (2010) Approximately two-thirds of children in the world are raised in a bilingual or multilingual context. Grosjean, F. (2010). Bilingual: Life and Reality. Harvard University Press Eurobarometer, Special 386. (2012). Europeans and their languages. European Commission (p.142) US Census Bureau. (2010). US & World population clocks. Accessed 19 January 2011, from: http://www.census.gov/main/www/popclock.htm 13 Flash European Barometer (2018). The European Education Area. A Report. European Commission. https://doi.org/10.2766/313250 14 in at least 1 15 2. I bambini bilingui iniziano a parlare piu’ tardi? 16 https://bilinguistics.com/wp-content/uploads/2013/10/Apples-to-Apples-for-Speech- and-Language.pdf https://www.asha.org/public/speech/development/learning-two-languages/ https://ialpasoc.info/wp-content/uploads/2017/10/Common-Questions-by-Parents- Caregivers-of-Bili-Multi-Children-and-Informed-Evidence-based-Answers_2020.pdf 17 Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of child language, 39(1), 1-27. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323282/ 18  3. I bambini bilingui sequenziali attraversano un periodo silente? 19  Tabors (1997) Dury, R and Robertson, L (2008) Stages of Early Bilingual Learning. Available at: www.naldic.org.uk Tabors, P. (1997) One Child, Two Languages: a guide for Preschool Educators of Children Learning English as a Second Language. Baltimore: Paul Brookes Publishing 20 Roberts, T. (2014). Not so silent after all: Examination and analysis of the silent stage in childhood second language acquisition. Early Childhood Research Quarterly, 29, 22–40. doi:10.1016/j.ecresq.2013.09.001 21  Bilingui ITA-L2 che sono timidi, prendono poca iniziativa, introversi e/o diff. comport. A rischio per un appr. rallentato di L2 Fondamentale favorire interazioni sociali e di apprendimento che possano stimolare sviluppo L1 e L2 ”Preschool teachers, thus, should not just assume that shy ELLs are going through a “silent period” and leave them alone — they need to actively work to get such children interacting and speaking with others in the classroom” Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental psychology, 50(9), 2242. https://www.researchgate.net/publication/262940230_Socio- Emotional_Skills_Behavior_Problems_and_Spanish_Competence_Predict_the_Acquis ition_of_English_Among_English_Language_Learners_in_Poverty 22 4. Il bilinguismo apporta sempre vantaggi? 23  Benefici del Bilinguismo 01 02 Linguistici/Apprendimento Socio-culturali Ø Consapevolezza metalinguistica, Ø Competenza culturale fonologica, Ø Abilita’ di comunicare con piu’ Ø Riconoscere speech in noise tipologie di persone Ø Apprendere lingue aggiuntive Ø Comprendere prospettive altrui (teoria della mente) 03 04 Economici Cognitivi/Funzioni Esecutive Ø Maggiori possibilita’ impiego Ø Cambio di compito (Task Switching) Ø Migliori condizioni salariali Ø Multitasking Ø Monitoraggio interferenze/ Inibizione informazioni irrilevanti Ø Memoria Visuo-Spaziale (es. Test Corsi) Ø Esordio tardiivo (+4/5 anni) demenze/Alzheimer https://vl2.educ.ualberta.ca/sites/vl2.educ.ualberta.ca/files/%20%09Research%20Bri ef%207-%20The%20Benefits%20of%20Bilingualism.pdf https://www.psychologytoday.com/intl/blog/developing-minds/201404/when-does- bilingualism-help-or-hurt Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent.Bilingualism: Language and cognition, 12(01), 3-11. 24 The bilingual advantage across age groups: An interim Summary. The main result to emerge from the above meta-analyses is that a significant bilingual advantage on variables assessing executive functioning was more likely to be observed in studies undertaken with older participants. In one analysis, age was moderating effect sizes. Typically, effect sizes from older adult samples were significantly larger than those from younger age groups. (Effetti maggiori in soggetti con piu’ di 50 anni d’eta’) https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01458/full 25 Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental psychology, 50(9), 2242. https://www.researchgate.net/publication/262940230_Socio- Emotional_Skills_Behavior_Problems_and_Spanish_Competence_Predict_the_Acquis ition_of_English_Among_English_Language_Learners_in_Poverty 26  Winsler, Kim, & Richard (2014) Much of the research on the cognitive advantages of bilingualism has been conducted on relatively advantaged, older, children who are learning L2 on top of an L1 that happens to be dominant and valued in the community. Young ELL students in the United States, however, are likely to be members of ethnic and linguistic minorities, to live in poverty, and to have parents with limited education, and thus they experience a number of risk factors known to impede L1 development (Garcia & Jensen, 2009; Hart & Risley, 1995) that might constrain successful L2 acquisition as well. Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental psychology, 50(9), 2242. https://www.researchgate.net/publication/262940230_Socio- Emotional_Skills_Behavior_Problems_and_Spanish_Competence_Predict_the_Acquis ition_of_English_Among_English_Language_Learners_in_Poverty 27  Comptenza L1 Predittore Competenza L2 Favorire, Facilitare e Supportare Mantenimento/Apprendimento L1 ”our finding that L1 (Spanish) competence was a predictor of future success in acquiring English suggests that early childhood education programs could also benefit from fostering opportunities for the development of L1, since doing so is also helpful toward the ultimate goal of achieving full English language proficiency.” Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental psychology, 50(9), 2242. Strategie per supportare L1: https://eclkc.ohs.acf.hhs.gov/publication/dual-language- learners-considerations-strategies-home-visitors https://www.researchgate.net/publication/306927760_Supporting_the_Home_Lang uage_of_Bilingual_Children_with_Developmental_Disabilities_From_Awareness_and _Knowledge_to_Implementation/link/60427e4992851c077f19411d/download Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language (s). Language, Speech, and Hearing Services in Schools, 36(3), 251-263. 28 5. I bilingui sono piu’ a rischio di sviluppare un Dist. di Linguaggio ? 29  DPL/DLD in numeri Prevalenza Dist. Ling. in monolingui: 7-10% Bilingual children are not affected by lan guage impairments any more frequently than monolingual children are Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinica l actions. Journal of communication disorders, 43(6), 456-473. Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of communication disorders, 43(6), 456-473. 30 6. Il bilinguismo crea confusione/problemi in bambini con Dist. di Linguaggio? 31  Peña, E. D., Bedore, L. M., Shivabasappa, P., & Niu, L. (2018). Effects of divided input on bilingual children with language impairment. International journal of bilingualism, 24(1), 62- 78. https://journals.sagepub.com/doi/full/10.1177/1367006918768367 32  Bilinguismo e Dist. Linguaggio Maggior (e non minor!!!) input Bil. Sequenziali DPL necessario in L1 cominciano piu’ tardi ad apprendere L2 e Dist Linguaggio = con una competenza ritmo acquisizione L1 inferiore linguaggio piu’ Competenza L1 predittore lento competenza L2 Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language (s). Language, Speech, and Hearing Services in Schools, 36(3), 251-263. 33  Bilinguismo e Dist. Linguaggio Bilingual children with DLD (Paradis, Crago, Genesee, & Rice, 2003), Down syndrome (Bird et al., 2005), and Autism Spectrum Disorders (Peterson, Marinova-Todd, & Mirenda, 2012) are NOT more likely to experience additional delays or challenges compared to monolingual children with these conditions. 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(1), 113-127. Bird, E. K. R., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14(3), 187-199. Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499-1503. 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(1), 113-127. Bird, E. K. R., Cleave, P., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14(3), 187-199. Petersen, J. M., Marinova-Todd, S. H., & Mirenda, P. (2012). Brief report: An exploratory study of lexical skills in bilingual children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(7), 1499-1503. 34  Importanza del supporto della lingua d’origine/L1 In many societies, monolingualism is the norm, and bilingualism is portrayed as the exception. Consequently, many families who speak a heritage language feel pressure to assimilate, and thus may choose not to transmit their heritage language, in the hope that this will bring social and economic advantages for their children. However, if children grow up without developing competence in their family's heritage language, this can have detrimental long-term effects: they may feel embarrassed about not being able to communicate with all family members; they may feel less connected to their cultural identity; and one day they may be upset with their parents for not supporting their heritage language development. Fibla, L., Kosie, J. E., Kircher, R., Lew-Williams, C., & Byers-Heinlein, K. (2022). Bilingual language development in infancy: What can we do to support bilingual families?. Policy Insights from the Behavioral and Brain Sciences, 9(1), 35-43. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8866745/ 35  7. Per seguire bambini bilingui con Dist. di Ling devo essere un logopedista bilingue? All clinicians must have a basic understanding of principles related to bilingualism, second language acquisition 36 https://www.asha.org/.../cultural-and-linguistic-competence/ 37 Grazie Mille Dott. Mag. Gabriele Bianco Logopedista e Linguista Clinico [email protected] 38