The Narrative Abilities of an English-Spanish Bilingual with Prader-Willi Syndrome
Abstract
:1. Introduction
1.1. Bilingualism in Typically Developing Individuals
1.2. Bilingualism in Individuals with Developmental and Intellectual Disabilities
2. Prader-Willi Syndrome
2.1. Clinical Characteristics of the Prader-Willi Syndrome and their Impact on Language/Speech
2.2. Narrative Abilities in Prader-Willi Syndrome
3. The Study
3.1. Research Questions
- Research question 1: Does an English-Spanish bilingual with PWS show poor narrative abilities in terms of narrative structure and coherence, narrative process and complexity, and narrative content and multiplicity as previous research has revealed in the case of monolinguals with PWS? Does the bilingual speaker show relative strength in the narrative content and multiplicity dimension compared to the other two dimensions, as Garayzábal-Heinze et al. (2012) found for monolingual Spanish speakers with PWS?
- Research question 2: Are the narrative abilities of an English-Spanish bilingual with PWS comparable in both languages?
- Research question 3: How are the narrative abilities of an English-Spanish bilingual with PWS compared to a TD English-Spanish bilingual?
3.2. Participants
3.3. Instruments
3.3.1. Proficiency Tests
3.3.2. Narrative Elicitation Tasks
3.4. Procedure
3.5. Data Treatment
4. Results
4.1. Characteristics of the Narratives
4.2. Narrative Abilities’ Analysis
4.2.1. Holistic Narrative Performance
4.2.2. Global Narrative Performance by Dimensions
4.2.3. Narrative Structure and Coherence Dimension: Analytic Analysis
4.2.4. Narrative Process and Complexity Dimension: Analytic Analysis
4.2.5. Narrative Content and Multiplicity Dimension: Analytic Analysis
5. Discussion
Yves’ Narrative7 | English Translation |
---|---|
[…] 1. *YVE: #3 el niño vio a un [//] una mofeta. 2. *YVE: pero siguió con la colmena. 3. *YVE: el #3 perro tiró la colmena. 4. *YVE: el niño fue a un agujero en el árbol. 5. *YVE: el búho salió. 6. *YVE: el niño cayó. 7. *YVE: #4 el perro se escapó de las abejas. 8. *YVE: el niño se escondió nel [/] nel búho. 9. *YVE: #4 el niño se subió a la roca. 10. *YVE: y dicho +”/. 11. *YVE: +” y #3 rana dónde estás. 12. *YVE: #4 el niño se subió en un reno. 13. *YVE: el reno se puso a correr. 14. *YVE: #3 el reno paró. 15. *YVE: y el niño y el perro se cayeron al agua. 16. *YVE: #5 el niño y el perro escucharon. 17. *YVE: el niño ha dicho al perro que #4 en silencio. 18. *YVE: el niño y el perro fueron a ver detrás del tronco. 19. *YVE: el niño y el perro encontraron a la rana y su esposa. 20. *YVE: #4 el niño y el perro vieron a la familia de la rana. 21. *YVE: el niño y el perro dijeron adiós a las ranas. 22. *YVE: y cogió <un una> [//] un bebé rana. @End | […] 1. *YVE: the boy saw a skunk. 2. *YVE: but (he) continued with the hive. 3. *YVE: the dog threw the hive. 4. *YVE: the boy went to a hole in the tree. 5. *YVE: the owl came out. 6. *YVE: the boy fell. 7. *YVE: the dog escaped from the bees. 8. *YVE: the boy hid from the owl. 9. *YVE: the boy climbed the rock. 10. *YVE: and (he) said. 11. *YVE: and frog where are you. 12. *YVE: the boy climbed on a reindeer. 13. *YVE: the reindeer started running. 14. *YVE: the reindeer stopped. 15. *YVE: and the boy and the dog fell into the water. 16. *YVE: the boy and the dog listened. 17. *YVE: the boy has told the dog that in silence. 18. *YVE: the boy and the dog went to see behind the trunk. 19. *YVE: the boy and the dog found the frog and his wife. 20. *YVE: the boy and the dog saw the frog’s family. 21. *YVE: the boy and the dog said goodbye to the frogs. 22. *YVE: and (he) took a frog baby. @End |
Yves | Olivia |
---|---|
1. *YVE: #18 the boy and the dog climbed the tree. 2. *YVE: #3 so <the frog they ran to the fr(og)> [//] they ran to catch the frog. 3. *YVE: they tripped on the branch. 4. *YVE: they fell in the water. 5. *YVE: #5 they landed right beside the frog. 6. *YVE: #4 <the frog they tried> [//] the frog jumped. 7. *YVE: #4 and landed on a branch. 8. *YVE: #5 the boy decided to <put bring the tell> [//] tell the dog to go to the other side. 9. *YVE: and he+ll go to the other. 10. *YVE: #6 one corner to the frog. 11. *YVE: #5 uh the boy caught the dog instead. 12. *YVE: the frog fell. 13. *YVE: #11 the frog was mad. 14. *YVE: #7 the boy and the dog said bye to the frog. 15. *YVE: the frog was sad. 16. *YVE: #7 <the frog> [//] the boy and the dog went back home. […] | 1. *OLI: #11 a boy and his dog set out on a fishing trip with a net and bucket in hand. 2. *OLI: #8 the boy and the dog go trekking through the forest to find the perfect spot to catch a frog. 3. *OLI: they spot a frog on the pond on top of a lily pad. 4. *OLI: #5 and they go running towards the frog with their net in order to catch the frog. 5. *OLI: #4 on their way down the boy and the dog trip on a uprooted root. 6. *OLI: and trip. 7. *OLI: #6 they trip. 8. *OLI: and they fall into the pond head first. 9. *OLI: #4 and once the boy resurfaces he is face to face with the frog. 10. *OLI: #4 the boy tries to latch onto the frog. 11. *OLI: but unfortunately the frog jumps #3 right before he+s about to catch him. 12. *OLI: and the frog smirks from a tree trunk not far away. 13. *OLI: #6 the boy and the dog scheme. 14. *OLI: and see what is the best way to catch this frog. 15. *OLI: and they decide to approach the frog from either side. 16. *OLI: #7 and the dog is going to distract the frog while the boy tries to catch the frog with his net. 17. *OLI: unfortunately the frog is smart enough. 18. *OLI: and jumps off the log. 19. *OLI: and the boy only catches his dog in the net. 20. *OLI: #5 the frog is getting angry having to escape the boy+s net. 21. *OLI: #5 and the boy is angry that he hasn+t been able to catch the frog yet. 22. *OLI: #5 so they give up. 23. *OLI: and they #2 go home while the frog looks on sadly. 24. *OLI: #5 the boy and the dog give up. 25. *OLI: and head out with their net dragging behind. […] |
6. Conclusions and Implications for Further Research
Funding
Acknowledgments
Conflicts of Interest
Appendix A
Appendix B
Appendix C
Appendix D
References
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1 | While metalinguistic awareness refers to the ability to think about the language, metacognitive awareness refers to the capacity to reflect on the learning process itself. |
2 | Both Kohnert and Medina’s (2009) and Kay-Raining Bird et al.’s (2016) reviews comprise research papers published mainly in English, and French to a lesser extent. It is possible that other studies have been published in languages other than English or French but have gone unnoticed. |
3 | Generally, scores under 70 are considered indicators of intellectual disabilities (Koriakin et al. 2013). |
4 | MLU is a linguistic measure that expresses linguistic productivity in children. It can be measured by morphemes or words and both options are equally effective to evaluate language development (Parker and Brorson 2005). |
5 | In order to preserve the participants’ anonymity, the two names are fictional. |
6 | Common European Framework of Reference for Languages. |
7 | The transcription is presented in CHAT, the transcription system for the CHILDES Project, and reflects faithfully what was said by the participant. All syntactic and morphological mistakes are included and they have not been corrected. The narrative is segmented by utterances and the # + number represents a pause in seconds. |
Narrative Structure and Coherence | |
1. Orientation | Reference to the circumstances that surround an action. |
2. Structural sequence | Events are presented in a logical sequence. |
3. Evaluative commitment | The narrator shows emotional involvement. |
4. Integration | The narrative is presented in an integrated way (it makes sense). |
Narrative Process and Complexity | |
1. Objectifying | Sensorial information is included. |
2. Emotional subjectifying | Reference to emotional states is included. |
3. Cognitive subjectifying | The narrator’s thoughts are included. |
4. Metaphorizing | Metaphors are included. |
Narrative Content and Multiplicity | |
1. Themes | Variety of themes/topics is included. |
2. Events | Variety of events/actions is included. |
3. Scenarios | Explicit reference to the atmosphere that surrounds an action. |
4. Characters | Variety of characters is included. |
Participant | Spanish Cloze Test | English Cloze Test | Oxford Proficiency Test (English) | Wisconsin Proficiency Test (Spanish) |
---|---|---|---|---|
Yves | 20/20 | 24/25 | 49/60 | 26/36 |
Olivia | 16/20 | 24/25 | 58/60 | 36/36 |
Participant | Session | Production | Words | MLUw | Type-Token Ratio |
---|---|---|---|---|---|
Yves | 1 | A Boy, a Dog and a Frog (English) (Mayer 1967) | 162 | 5.786 | 0.391 |
Yves | 1 | Frog, Where Are You? (Spanish) (Mayer 1969) | 242 | 6.368 | 0.332 |
Yves | 2 | A Boy, a Dog and a Frog (Spanish) | 331 | 8.711 | 0.295 |
Yves | 2 | Frog, Where Are You? (English) | 410 | 7.193 | 0.272 |
Olivia | 1 | A Boy, a Dog and a Frog (English) | 344 | 11.097 | 0.385 |
Olivia | 1 | Frog, Where Are You? (Spanish) | 390 | 9.750 | 0.339 |
Olivia | 2 | A Boy, a Dog and a Frog (Spanish) | 243 | 7.839 | 0.472 |
Olivia | 2 | Frog, Where Are You? (English) | 301 | 10.379 | 0.409 |
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García-Alcaraz, E. The Narrative Abilities of an English-Spanish Bilingual with Prader-Willi Syndrome. Languages 2018, 3, 23. https://doi.org/10.3390/languages3030023
García-Alcaraz E. The Narrative Abilities of an English-Spanish Bilingual with Prader-Willi Syndrome. Languages. 2018; 3(3):23. https://doi.org/10.3390/languages3030023
Chicago/Turabian StyleGarcía-Alcaraz, Estela. 2018. "The Narrative Abilities of an English-Spanish Bilingual with Prader-Willi Syndrome" Languages 3, no. 3: 23. https://doi.org/10.3390/languages3030023