Le langage oral en production chez les enfants bilingues : quels liens avec l’exposition ? | Congrès Mondial de Linguistique Française

Open Access

Numéro		SHS Web Conf. Volume 46, 2018 6^e Congrès Mondial de Linguistique Française


Numéro d'article		10004
Nombre de pages		19
Section		Psycholinguistique et acquisition
DOI		https://doi.org/10.1051/shsconf/20184610004
Publié en ligne		9 juillet 2018

Aksu-Koç, A. et Küntay, A. (2001). Reformulating causal relations while retelling narratives : evidence from Turkish, Colloque Acquisition et Construction du Sens dans une Perspective Interlangue Paris. [Google Scholar]
Altman, C., Armon-Lotem, S., Fichman, S. et Walters, J. (2016). Macrostructure, microstructure, and mental state terms in the narratives of English-Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37, 165–193 [CrossRef] [Google Scholar]
Aram, D., Fine, Y. et Ziv, M. (2013). Enhancing parent–child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early Childhood Research Quarterly, 28, 111-122. [CrossRef] [Google Scholar]
Baker, C. (2006) Foundations of bilingual education and bilingualism (4e éd.). Clevedon : Multilingual Matters. [Google Scholar]
Bedore, L.M., Peña, E.D., Gillam, R.B. et Ho, T-H. (2010). Language Sample Measures and Language Ability in Spanish English Bilingual Kindergarteners. Journal of Communication Disorders. 43(6), 498–510. [CrossRef] [Google Scholar]
Berman, R. et Slobin, D. (1994). Relating events in narrative : a crosslinguistic developmental study. Hillsdale : Erlbaum. [Google Scholar]
Bianco, M. (2015). Du langage oral à compréhension de l’écrit. Grenoble : PUG. [Google Scholar]
Bliss, L. S., McCabe, A. et Miranda, E. A. (1998). Narrative assessment profile: Discourse analysis for school-age children. Journal of Communication Disorders, 31, 347–363. [CrossRef] [Google Scholar]
Bohman, T. M., Bedore, L. M., Peña, E. D., Mendez-Perez, A. et Gillam, R. B. (2010). What you hear and what you say: Language performance in Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325–344. [CrossRef] [Google Scholar]
Candéa, M. (2000). Contribution à l’étude des pauses silencieuses et des phénomènes dits « d’hésitations » en français oral spontané (Thèse de doctorat). Université Paris III, Sorbonne Nouvelle. [Google Scholar]
Catts, H., Adlof, S. M. et Weismer, S. E. (2006). Language deficits in poor comprehenders: a case for the simple view of reading. Journal of Speech, Language and Hearing Research, 49, 278-293. [CrossRef] [Google Scholar]
Cohen, C. (2015). INEXDEB. Lyon, France : Laboratoire Interactions, Corpus, Apprentissages et Représentations. [Google Scholar]
Cohen, C. (2016). Relating input factors and dual language proficiency in French-English bilingual children. International Journal of Bilingual Education and Bilingualism, 19(3), 296-313. [CrossRef] [Google Scholar]
Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9, 131–149. [CrossRef] [Google Scholar]
De Houwer, A. (2011). Language input environments and language development in bilingual acquisition. Applied Linguistics Review, 2, 221–240. [Google Scholar]
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19(2), 169-184. [CrossRef] [Google Scholar]
DeTemple, J. M. (2001). Parents and children reading books together. Dans D.K. Dickinson et P.O. Tabors (dir.), Beginning literacy with language (p. 33–51). Baltimore : Brookes Publishing. [Google Scholar]
Dunn, L.M., Dunn, L.M., Whetton, C. et Burley, J. (1987). The British Picture Vocabulary Scale (2e éd.). Windsor : NFER-Nelson. [Google Scholar]
Dunn, L.M., Thérault-Whalen, C.M. et Dunn, L.M. (1993). Echelle de vocabulaire en images Peabody. Toronto : Psycan. [Google Scholar]
Fayol, M. (1984). La distanciation dans le langage, Enfance, 1, 5-19. [CrossRef] [Google Scholar]
Fayol, M. (1997). Des idées au texte : psychologie cognitive de la production verbale orale et écrite. Paris: Presse Universitaire de France. [Google Scholar]
Fayol, M. (2000). Comprendre et produire des textes écrits : l’exemple du récit. Dans M. Kail et M. Fayol (dir.), L’acquisition du langage, le langage en developpement au-delà de trois ans (p. 183-214). Paris : Presses Universitaires de France. [Google Scholar]
Fishman, J. (dir.) (2001). Can threatened languages be saved: Reversing language shift, revisited. Clevedon, UK : Multilingual Matters. [Google Scholar]
Gagarina, N., Klop, D., Tsimpli, I. M. et Walters, J. (2016). Narrative abilities in bilingual children. Applied Psycholinguistics, 37, 11–17. [CrossRef] [Google Scholar]
Gardner-Neblett, N. et Iruka, I. U. (2015). Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES. Developmental Psychology, 51(7), 889-904. [CrossRef] [Google Scholar]
Gathercole, V.C.M. (2007). Miami and North Wales, so far and yet so near: a constructivist account of morphosyntactic development in bilingual children. International Journal of Bilingual Education and Bilingualism, 10(3), 224-247. [CrossRef] [Google Scholar]
Goldberg, H., Paradis, J. et Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29, 41-65. [Google Scholar]
Herdina, P. et Jessner, U. (2002). A dynamic model of multilingualism. Clevedon : Multilingual Matters. [Google Scholar]
Hickmann, M. (2003). Children’s discourse: person, space and time across languages. New York: Cambridge University Press. [Google Scholar]
Iluz-Cohen, P. et Walters, J. (2012). Telling Stories in two Languages: Narratives of Bilingual Preschool Children with Typical and Impaired Language. Bilingualism : Language and Cognition, 15, 58–74. [CrossRef] [Google Scholar]
Jia, G. et Aaronson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24, 131-161. [CrossRef] [Google Scholar]
Jisa, H. (2000). Increasing cohesion in narratives: a developmental study of maintaining and reintroducing subjects in French. Linguistics, 38, 591-620. [CrossRef] [Google Scholar]
Jisa, H. et Mazur, A. (2006). L’expression de la causalité : une étude développementale, Paper presented at the Journée d’étude : Des savoirs savants aux savoirs enseignés. Université Paris X, Nanterre, 33-60. [Google Scholar]
Labov, W. (1993). Le parler ordinaire, la langue dans les ghettos noirs des Etats-Unis. Paris : Les éditions de minuit. [Google Scholar]
Lonigan CJ, Schatschneider C et Westberg L. (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, DC : National Institute for Literacy; Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (p. 55–106). [Google Scholar]
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk (3e éd.). Mahwah, NJ : Lawrence Erlbaum Associates. [Google Scholar]
Mayer, M. (1969). Frog, where are you? New York : Dial Press. [Google Scholar]
Mol, S. E., Bus, A. G. et de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979–1008. [CrossRef] [Google Scholar]
Mol, S. E. et Bus, A. G. (2011). To read or not to read : A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. [CrossRef] [Google Scholar]
Montanari, S. (2004). The development of narrative competence in the L1 and L2 of Spanish-English bilingual children. International Journal of Bilingualism, 4, 449-497. [CrossRef] [Google Scholar]
NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428–442. [CrossRef] [Google Scholar]
Oller, D.K. et Eilers, R.E. (dir.) (2002). Language and literacy in bilingual children. Clevedon: Multilingual Matters. [Google Scholar]
Osborn, M. (2009). Etre élève en Angleterre et en France. Revue Internationale d’Education de Sèvres, 50, 87-98. [CrossRef] [Google Scholar]
Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1, 213–237. [CrossRef] [Google Scholar]
Paradis, J., Emmerzael, K. et Duncan, T.S. (2010). Assessment of English language learners: Using parent report on first language development. Journal of Communication Disorders, 43, 474-497. [CrossRef] [Google Scholar]
Pearson, B. Z. (2002). Narrative competence in bilingual school children in Miami. Dans D. K. Oller et R. E. Eilers (dir.), Language and literacy in bilingual children. Clevedon : Multilingual Matters. [Google Scholar]
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399-410. [CrossRef] [Google Scholar]
Pearson, B.Z. (2008). Raising a bilingual child. New York : Living Language. [Google Scholar]
Pearson, B.Z. et Amaral, L. (2014). Interactions between input factors in bilingual language acquisition : Considerations for minority language maintenance. Dans T. Grüter et J. Paradis (dir.), Input and experience in bilingual development. Amsterdam : John Benjamins. [Google Scholar]
Pearson, B.Z., Fernández, S.C., Lewedeg, V. et Oller, D.K. (1997). The relation of input factors to lexical learning by infant bilinguals. Applied Psycholinguistics, 18, 41-58. [CrossRef] [Google Scholar]
Pollard-Durodola, S.D., Gonzalez, J.E., Simmons, D.C. et Simmons, L. (2015). Accelerating language skills and content knowledge through shared book reading. Baltimore, MD : Paul H. Brookes. [Google Scholar]
Ravid, D. (2000). NP complexity in the development of text writing, Developing Literacy Across Genres, Modalities and Languages, 3, 163-170 [Google Scholar]
Rodina, Y. (2017). Narrative abilities of preschool bilingual Norwegian-Russian children. International Journal of Bilingualism, 21(5), 617-635. [CrossRef] [Google Scholar]
Rojas, R. et Iglesias, A. (2013). The Language Growth of Spanish-Speaking English Language Learners. Child Development, 84(2), 630–646 . [CrossRef] [Google Scholar]
Scheidnes, M. et Tuller, L. (2016). Assessing successive bilinguals in two languages: a longitudinal look at English-speaking children in France. Journal of Communication Disorders, 64, 45-61. [CrossRef] [Google Scholar]
Schneider, P., Hayward, D. et Dubé, R.V. (2006). Storytelling from pictures using the Edmonton Narrative Norms Instrument. Journal of Speech Language Pathology and Audiology, 30, 224– 238. [Google Scholar]
Sénéchal, M. (2006). Testing the home literacy model: Mother involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10, 59–87. [CrossRef] [Google Scholar]
Sénéchal, M. et Kearnan, K. (2007). The role of morphology to reading and spelling. Dans R. Kail (dir.), Advances in child development and behavior (vol. 35, p. 297–325). San Diego, CA : Elsevier Academic Press. [CrossRef] [Google Scholar]
Sénéchal, M., Pagan, S., Lever, R. et Ouellette, G.P. (2008). Relations Among the Frequency of Shared Reading and 4-Year-Old Children’s Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills. Early Education and Development, 19(1), 27–44. [CrossRef] [Google Scholar]
Shanahan, T. et Lonigan, C.J. (2013). Early Childhood Literacy: The National Early Literacy Panel and Beyond. Paul H. Brookes Publishing Company : Baltimore. [Google Scholar]
Simon-Cereijido, G. et Gutiérrez-Clellen, V. F. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30, 315–337. [CrossRef] [Google Scholar]
Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15, 426-445. [CrossRef] [Google Scholar]
Thordardottir, E., Rothenberg, A., Rivard M.-E. et Naves, R. (2006). Bilingual Assessment: Can Over-all Proficiency Be Estimated from Separate Assessment of Two Languages? Journal of Multilingual Communication Disorders, 4, 1–21. [CrossRef] [Google Scholar]
Uccelli, P. et Paéz, M.M. (2007). Narrative and Vocabulary Development of Bilingual Children From Kindergarten to First Grade: Developmental Changes and Associations among English and Spanish Skills. Language Speech and Hearing Services in Schools 38, 225–236. [CrossRef] [Google Scholar]
Unsworth, S. (2015). Quantity and quality of language input in bilingual language development.’ Dans E. Nicoladis, E. et S. Montanari (dir.), Lifespan perspectives on bilingualism (p. 136-196). Washington, D.C. : Mouton de Gruyter. [Google Scholar]
van Kleek, A. et Stahl, S.A. (2003). Preface. Dans A. van Kleeck, S.A. Stahl et E. Bauer (dir.), On reading to children : Parents and teachers (p. vii–xiii). New York : Lawrence Erlbaum Associates. [Google Scholar]
Weizman Z.O. et Snow C.E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279. [CrossRef] [Google Scholar]
Wigglesworth, G. (1991). Reference tracking strategies of young children in extended narrative discourse, Paper presented at the Working papers in Linguistics, La Trobe University. [Google Scholar]
Yuan, F. et R. Ellis (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 24, 1-27. [CrossRef] [Google Scholar]