Sentence Repetition Performance Differences in Bilingual and Monolingual Children.

Abstract

Purpose: This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task.

Method: Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n = 29) completed an English sentence repetition task. Their responses were analyzed as a function of sentence length (short vs. long), sentence type (active vs. passive), phrase type (noun, verb, and prepositional), and word type (content vs. function).

Results: Overall, early bilinguals' performance did not differ significantly from that of the monolinguals. However, these bilinguals recalled significantly more content words than function words on the long sentences. At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases.

Conclusion: Findings highlight areas of syntactic development that differ among groups and should be targeted for additional instruction with English language learners in elementary school.