ORCID Profile
0000-0001-6631-0587
Current Organisation
University of Reading
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Publisher: SAGE Publications
Date: 26-07-2016
Abstract: Recent studies that have investigated novel word learning have demonstrated an advantage for bilinguals compared to monolinguals. The study reported here sought to explore whether a word learning advantage is revealed only for early bilinguals with comparable proficiency in both their languages, or whether such advantages are also observed in in iduals with relatively late experience of, and less proficiency in, a second language. We tested the acquisition of novel words in an unknown language using identification and naming tasks in three groups of 20 participants: monolingual Tamil speakers early Tamil–English bilingual speakers and late Tamil–English bilingual speakers. The data was analysed using a non-parametric Kruskal–Wallis test followed by linear regressions. The results showed a bilingual advantage for word learning as evidenced by superior performance in both the naming and identification tasks and, critically, late bilinguals outperformed monolinguals. The results of the present study revealed, for the first time, a bilingual advantage in word learning even when in iduals acquire their second language later in life. The results suggest that the positive effects of bilingualism may generalise beyond non-linguistic tasks, perhaps affecting a general language learning mechanism. Moreover, this seems to occur even in late bilingualism. This is in contrast to the reported effects on cognitive control mechanisms that show only weaker advantages for in iduals who learned a second language later in life.
Publisher: American Speech Language Hearing Association
Date: 12-07-2022
DOI: 10.1044/2022_AJSLP-22-00060
Abstract: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and Terminology Matter” (Grover et al., 2022). We argue that the authors' proposal to rename and reframe accent modification lacks criticality, which actually hinders—rather than advances—the movement toward equitable, culturally sustaining, and emancipatory practices. We offer an analysis of the shortfall between the authors' calls for linguistic justice in “A Viewpoint on Accent Services” and the actual changes they proposed. We break down major gaps in criticality, reflexivity, practice, and vision and discuss their potential for undercutting meaningful progress as it relates to linguistic justice. We found that the frameworks for the pursuit of equity, cultural sustenance, and emancipatory practices were misrepresented in the article in such a way that suggests that these goals could be achieved through superficial changes in terminology and attitudes. “A Viewpoint on Accent Services” upholds a power-neutral frame of operation that does not address the deeper systemic forces that make accent modification problematic. The lack of criticality toward accent intervention fosters complacency toward real transformation. We advocate for a serious and critical interrogation of accent practices and commitment to an emancipatory practice that addresses linguistic discrimination above all else. We emphasize the need to decenter standardized languages and to co-envision linguistic liberation using critical methods in scholarship, pedagogy, clinical practice, and policy.
Publisher: American Speech Language Hearing Association
Date: 05-07-2023
DOI: 10.1044/2023_LSHSS-22-00141
Abstract: This review article critically interrogates the history and the current practice of standardized assessment in speech and language therapy. Speech and language assessments utilizing standardized linguistic norms are a critical tool for constructing disability and controlling disabled in iduals. Such practices are rooted in a medical model of disability where the linguistic practice(s) of the in idual is pathologized to create normalcy and disorder. We examine how these practices are anchored in eugenics and the racist logics of intelligence testing in which racialized populations were rendered as linguistically and biologically inferior. This review article shows how ideologies governing standardized assessments are influenced by racism, ableism, and the nation-state and serve as foundational mechanisms to enable surveillance and capital production. It demonstrates how standard language ideologies are central to standardized testing. Speech and language therapy practices upholding these ideologies contribute to unrestrained wealth generation for the testing industry. The review article ends with a call for clinicians, educators, and researchers to critically examine the relationship between standardized assessment, race, disability, and capitalism in speech-language therapy. This process will contribute toward dismantling the hegemonic role of standardized assessment in oppression and marginalization of speech and language−disabled in iduals.
Publisher: Oxford University Press (OUP)
Date: 11-01-2021
Abstract: This article provides an overview of the research on morpho-syntactic challenges in Swedish-speaking children with developmental language disorder (DLD), compared with typically developing (TD) children learning Swedish as their first and second language (L1/L2). Children with DLD show vulnerabilities with verb finiteness, the possessive construction, and noun phrase gender agreement, as well as word-order in nonsubject initiated sentences. For L2-learners, word order and the noun phrase gender agreement present main challenges. We discuss to what extent these morpho-syntactic weaknesses can be explained by different theoretical accounts and identify future research needs. Surface similarities between groups may originate from different factors and more knowledge is needed to inform educational and clinical practice for both of these groups of children.
Publisher: Cambridge University Press (CUP)
Date: 08-09-2016
DOI: 10.1017/S1366728916000778
Abstract: Previous research has suggested that the advantages for cognitive control abilities in bilinguals are attenuated when socio-economic status (SES) is controlled (e.g., Morton & Harper, 2007). This study examined the effect of SES on cognitive control in illiterate monolingual and bilingual in iduals who lived in adverse social conditions. We tested monolinguals and bilinguals using Simon and Attentional Network task while controlling for two potential confounding factors: SES and literacy. Bilinguals were faster for both trials with and without conflict demonstrating overall faster response times (global advantage) compared to monolinguals on both tasks. However, no bilingual advantage was found for conflict resolution on the Simon task and attentional networks on the Attentional Network task. The overall bilingual effects provide evidence for a bilingual advantage even among in iduals without literacy skills and of very low SES. This indicates a strong link between bilingualism and cognitive control over and above effects of SES.
Publisher: Springer Science and Business Media LLC
Date: 10-03-2022
DOI: 10.1007/S10803-021-04940-X
Abstract: Globally, there are more bilingual speakers than monolingual speakers however, scant research evidence exists regarding social communication development and outcomes for bilingual children with autism spectrum disorder (ASD). A stronger evidence base will facilitate health professionals and educators providing accurate recommendations regarding language use. This study employed a longitudinal cohort design to compare social and communication skills, at baseline and over 12 months, for 60 monolingual and 60 bilingual children with ASD receiving community based early intervention. We found few differences at intake, and no difference in the magnitude of change over 12 months for this cohort. Findings support the notion that there is no basis on which to discourage home language use with bilingual children with ASD.
Publisher: Cambridge University Press
Date: 28-11-2013
Publisher: Elsevier BV
Date: 11-2021
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Vishnu Kaleeckal Krishnankutty Nair.