A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

Abstract

Purpose: This study investigated the nature of the association of lexical–grammatical abilities within and across languages inLatino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingualmeasures.Method: Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income householdsparticipated in the study. Participants had stronger skillsin Spanish (first language [L1]) and were in the initial stagesof learning English (second language [L2]). The children’slexical, semantic, and grammar abilities were assessedusing normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of crosssectionaldata were conducted using measures of sentence repetition tasks, language-specific vocabulary, andconceptual bilingual lexical and semantic abilities in Spanish and English.Results: Results indicate that language-specific vocabularyabilities support the development of grammar in L1 andL2 in this population. L1 vocabulary also contributes to L2grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association betweenvocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptualvocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar.Conclusions: Our findings reveal that the same language specific vocabulary abilities drive grammar development in L1and L2 in DLLs with SLI. In the early stages of L2 acquisition,vocabulary skills in L1 also seem to contribute to grammarskills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI,particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.