Chapter 7: Narrative Competence among Monolingual and Bilingual School Children in Miami

By B. Pearson. 2002

160 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/603b4365b12b79a4c128f976f200a3aabde3c975

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. J. Paradis
2. Enlli M. Thomas
3. J. Walters
4. P. Iluz-Cohen
5. Sharon Armon-Lotem
6. V. Gathercole
7. Carmit Altman
8. S. Fichman

In Literature and Literary Theory

1. J. Paradis
2. Sharon Armon-Lotem
3. P. Iluz-Cohen
4. V. Gathercole
5. Enlli M. Thomas
6. D. Francis
7. Carmit Altman
8. J. Walters

Citations in the corpus

• Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment (2015, background): “This makes them a potential source of divergence between the studied populations (Fiestas & Peña, 2004; Iluz-Cohen & Walters, 2012; Pearson, 2002; Uccelli & Páez, 2007).”
• Bilingual Children's Acquisition of English Verb Morphology: Effects of Language Exposure, Structure Complexity, and Task Type (2010, background): “In a large-scale study in Miami, Gathercole (2002a, 2002b, 2002c) and Pearson (2002) studied the English and Spanish morphosyntactic acquisition of bilingual children in the second grade in either English-only or Spanish-English bilingual schools.”
• Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “…about characters, metacognitive statements, and temporal links, providing support for cross-language transfer of higher order narrative skills, while other data have suggested little transfer of lower order categories, such as vocabulary and morphosyntax (Pearson, 2002; Uccelli & Paz, 2007).”
• The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “Given that narrative expression is itself an important aspect of oral language skills that non-native English-speaking learners may have diffi culties with (Pearson, 2002), it is equally important to examine comprehension skills with multiple choice tests that may not tax L2 children’s production sk”
• Oral Language and Reading in Bilingual Children (2006, background): “The successful use of this narrative task across several languages suggests that children approach the retelling as a language-specific task using their language pro-ficiency in each language (Berman & Slobin, 1994; Pearson, 2002).”
• Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language* (2011, background): “…vocabulary), storytelling abilities (as assessed by story grammar elements, story sequencing and perspective/affect) and narrative quality (based on Pearson, 2002), which combined storytelling (story grammar elements, story sequencing and perspective/affect) and language abilities (complex syntax,…”
• Bilingual first-language development: Dominant language takeover, threatened minority language take-up* (2009, background): “…children score slightly below the norms for their monolingual peers in each of their languages (Umbel, Pearson, Fernández and Oller, 1992; Pearson, Fernández and Oller, 1993, 1995; Pearson and Fernández, 1994; Oller and Pearson, 2002; Hoff and Elledge, 2005; Hoff and McKay, 2005; Cohen, 2006).”