The Multilingual Research Group is a collaborative team exploring language varieties across linguistic and clinical perspectives. Here, faculty, undergraduate and graduate students in the Communication Sciences & Disorders department contribute to interdisciplinary research which aims to bridge gaps between academia and the field, by posing socially conscious questions about language, learning and the theories that underpin them.
This November, members of the Multilingual Research Group had the honor of presenting their research at the 2018 American Speech–Language–Hearing Association Conference.
Teodora Niculae-Caxi, Jodi Reich, Gabrielle Gaviria, and Marissa Aguado presented a poster on the Patterns of Dialect Specific Constructions in Spanish-English Dual Language Learners. It was an expansion and further analysis of Jacqueline Toscano’s M.A. thesis which utilized a corpus collected by Dr. Carol Scheffner Hammer.
On April 27th, 2018, our students, Teodora Niculae-Caxi, Gabrielle Gaviria, and Marissa Aguago presented a post on “Dialect Density and Linguistic Context in Spanish-English Dual Language Learners” at the 5th annual Language, Linguistics and Life Conference organized by the Graduate Students of Language at Temple (GSOLT).
The research focused on finding identifiable dialect markers that would help not only clinicians but also educators and caretakers to differentiate between typical and divergent language development in Spanish-English dual language learners.
This semester, Dr. Reich is offering a seminar-style Topics in Communication Sciences and Disorders course titled Multilingualism Research Project. In this course, students meet to discuss readings on multilingualism including those reporting on research on multilingualism. Students also gain first-hand research experience in this course. They contribute to the development of new data collections and contribute to ongoing research projects. If interested in this course, contact Dr. Reich at email@example.com. She will be offering a similar course in the fall.
Jodi Reich and Janet Liu traveled to Austin, TX to present a poster titled Scalar implicature in Chitonga-speaking children. Additional authors on the poster are Kelly Nedwick (Sacred Heart University), Teodora Niculae-Caxi (Temple University), and Elena L. Grigorenko (University of Houston). Please let us know if you have any questions about this research!
Abstract: Research on the acquisition of scalar implicature (SI) has provided evidence that young children interpret SI differently from adults. However, studies have shown that children are able to derive the pragmatic inferences of SI as young as six years of age. This study investigates the interpretation of SI by Chitonga-speaking children ages 7-15. The results of this study provide evidence that the order of acquisition for SI in Chitonga is similar to what has been identified by previous studies; however, the age of acquisition in Chitonga could be later than what has been observed cross-linguistically.
We were at the 2016 American Speech & Hearing Association (ASHA) Conference held in Philadelphia!
Here’s what we did:
- Clinical graduate student Jacqueline Toscano presented her preliminary thesis findings in a poster entitled, “A Comparison of Language Sample Elicitation Methods for Dual-Language Learners.”
This study compares three types of language sample elicitation methods with regards to their efficiency in obtaining specific assessment measures from kindergarten-age Puerto-Rican Spanish-English Dual Language Learners (DLLs). Emphasis is placed on the relationship between dialect density and microstructure in order to best inform future research and clinical practice.
- Dr. Jodi Reich & Prof. Felicidad Garcia presented some findings in a technical research session entitled, “Double Subjects in the Spanish-Influenced English of Dual Language Learners.”
A study of Spanish-English Dual Language Learners from Pre-kindergarten to second grade is presented with prominent syntactic patterns observed in language samples and their relationship to relevant standardized testing. Particular attention is paid to appearance of an understudied syntactic construction – here termed the double subject (“The frog he jumped.”).
***You can check out the hand-outs to that session here.
- Clinical graduate students Emily Cochran, Ani Soghomonian, Alexandra Nally and Prof. Felicidad Garcia presented a clinical case study in the form of a poster entitled, ““Chata,” “Kata,” or “Casa?”: Assessment & Treatment of Childhood Apraxia of Speech in a Dual-Language Learner”
This poster presents collaborative treatment strategies and outcome measures for a Spanish-dominant preschool child at the Temple University Speech, Language & Hearing Center with Childhood Apraxia of Speech.
If you have any questions about these presentations, please go to our contact and shoot us an email.