Sharon Armon-Lotem
Datos Biográficos
| ID | 1497812 |
|---|---|
| NOMBRE | Sharon Armon-Lotem |
| NOMBRES | Sharon |
| APELLIDO | Armon-Lotem |
| FIRMA | ARMON-LOTEM S |
| AFILIACIONES | Bar-Ilan University |
| ORCID | 0000-0003-3360-9472 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Sociolinguistic identity and patterns of language use among bilingual preschoolers
Bilinguals navigate a dynamic, multifaceted, and intrinsically linked language-identity relationship. The present study explores how sociolinguistic identity relates to patterns of language use among 104 Russian-Hebrew bilingual children (ages 65–81 months) attending Hebrew-speaking preschools. Both Home Language (HL)/Russian and Societal Language (SL)/Hebrew proficiency were assessed. Using structured interviews with a graphic rating scale adapt…
Majority Language Influence and Heritage Language Maintenance in a Small Transnational Community
In a globalised and interconnected world, transnational families must navigate heritage language (HL) practices within dominant majority languages (ML), often with limited institutional support. Focusing on a small and understudied community of Hungarian-speaking transnational families in Israel, this study explores how HL development is maintained and negotiated within the framework of family language policy in a dynamic multilingual environment…
The regularity and complexity in morphological and morpho-syntactic acquisition
This study examines the interaction between regularity and complexity in the acquisition of morphology and morpho-syntax in Hebrew nominal inflection. Seventy-eight Hebrew-speaking children, ages 4-8, were tested, using sentence completion tasks, on nine structures from three linguistic systems: singular adjectival agreement, noun pluralization, and plural adjectival agreement. Regularity and complexity emerged as organizing factors across ages: …
Lexical Knowledge in Arabic Diglossia among Kindergarten Children
Lexical knowledge varies by modality, grammatical class, and, in Arabic diglossia, by the lexical distance between Modern Standard Arabic (MSA) and Spoken Arabic (SpA). We tested the effects of modality, grammatical class, and MSA–SpA distance on lexical knowledge, and interdependence between SpA and MSA. Palestinian Arabic (PA) speaking kindergarteners ( N =30; mean age 5:9) completed picture naming tasks manipulating modality (comprehension and…
Culture-specific heritage language vocabulary and collective identity among three generations of Mountain Jews
Culture-specific vocabulary denotes objects that bear cultural weight and are not readily translatable or understood in other languages. The present study explores cultural items in an endangered language, Juhuri (Judeo-Tat), the traditional language of Mountain Jews (MJ) who immigrated to Israel and the United States. A set of ten items, five cultural and five neutral, served as stimuli for a picture recognition task inserted in a questionnaire …
We don’t have a family language policy
Gender effects in lexical and morphosyntactic acquisition of Arabic
Research suggests that girls acquire language faster than boys, with gender differences most pronounced in vocabulary acquisition during early childhood. This study examines the role of gender in the acquisition of vocabulary and morphosyntax in Palestinian Arabic-speaking children aged 18 to 36 months. Using the Palestinian Arabic Communicative Development Inventories, this study analyzes lexical and morphosyntactic development in 1399 children,…
Comprehension of who - and which -questions in monolingual and bilingual acquisition
Objectives: Object wh-questions are more difficult for monolingual children to comprehend than subject questions. Especially difficult are object- which questions that appear to be significantly more difficult than both (object/subject) who and subject- which questions. Our research examines the manifestation of this difficulty among bilingual preschool children (L1-English, L2-Hebrew) as compared with their Hebrew monolingual peers, exploring th…
The vocabulary of Yiddish-Hebrew speaking children – A CDI study
Yiddish-Hebrew speakers residing in Israel are primarily Ashkenazi ultra-Orthodox Jews, living in relatively closed communities, characterized by their large number of children, low parental formal education, and low family income. Religious literacy and schooling are highly respected. We tested the impact of these demographic factors on children's vocabulary size and language dominance. Data was collected for 34 bilingual children aged 2–4, in Y…
Language exposure practices among Hasidic Yiddish-Hebrew speaking children – in support of Yiddish vitality in Israel
Ultra-Orthodox Hasidic communities in Israel maintain the use of Yiddish as a prestigious language, connecting generations and preserving the communities’ traditional way of living (Hary and BenorBerlin, 2019)). Yiddish, the Community Language (CL), is supported within the family and the Hasidic community outside the family, while Hebrew, the Majority Language (ML), is used with members outside the community. Hasidic communities present a unique …
The Impact of Ethnic Identity on Language Attitudes
Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel
Mountain Jewish immigrants to Israel from the Eastern Caucasus used two heritage languages, Juhuri (Judeo-Tat) and Russian. Juhuri was their home and Russian the societal languages prior to migration. In Israel, Juhuri and Russian are Heritage Languages and Hebrew is the societal language. The present study reports on frequency of use and codeswitching behaviour across three generations of Mountain Jewish speakers in order to account for patterns…
Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents
Israel’s population includes over a million Russian-speaking immigrants and more than 300,000 native English speakers. These groups differ in social integration and in the status of their heritage languages in Israel. We compared children’s and parents’ perceptions of children’s identities, language abilities, and language preferences among Russian-Hebrew and English-Hebrew bilinguals via sociolinguistic questionnaires. Forty-six Russian-Hebrew (…
The Role of Age Variables in Family Language Policy
Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the …
Causal Relations and Cohesive Strategies in the Narratives of Heritage Speakers of Russian in Their Two Languages
Causal relations allow a very detailed insight into the narrative skills of children from various backgrounds; however, their contribution has not been sufficiently studied in bilingual populations. The present study examines the expression of causal relations and the linguistic forms used to encode them in narratives of bilingual children speaking Russian as the Heritage Language (HL) and Hebrew as the Societal Language (SL). Narratives were col…
Mothers' Education, Family Language Policy, and Hebrew Plural Formation among Bilingual and Monolingual Children
The present study examines the role of maternal years of education and family language policy (FLP) in monolingual and bilingual children's acquisition of Hebrew plural morphology. The case of the Hebrew plural system is especially interesting when examining the influence of the above factors on morphological performance, given that it demands both a mastery of morphological rules (characterized by a high degree of transparency in Hebrew) and a l…
The effect of language attitudes on proficiency in two heritage languages of Mountain Jews in Israel and the US
Mountain Jews (MJs), native of the eastern Caucasus, mass immigrated in the 1990s to Israel and the US. MJs brought with them two heritage languages (HLs): Russian, the language of wider communication in the former Soviet Union, and Juhuri, their traditional home language. The present study explores the effects of HL attitudes on proficiency among 146 Israeli and 138 American MJs differing in age (M = 35.42) and in education level. A questionnair…
Family language policy and vocabulary of bilingual children across different ages
Family language policy explores planning of home language use and is thought to shape language acquisition. Historically, heritage languages have often been considered ‘low prestige’. In Israel, there are immigrants speaking English, a global lingua franca, as a heritage language. This study focuses on characterizing the language policies of this unique community. It explores how these policies affect bilingual children's language through the inv…
Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children
The current study investigates narrative retelling and comprehension among 30 native Arabic-speaking preschool children with a mean age of 5:10. Narrative features of text-complexity (less-complex and more-complex episodic structure) and language variety (Spoken Palestinian Arabic [PA] and Modern Standard Arabic [MSA]) were analyzed for their effect on narrative retelling and comprehension. Four narratives accompanied by six pictures each (Gagari…
Parent Questionnaires in Screening for Developmental Language Disorder Among Bilingual Children in Speech and Language Clinics
Screening for Developmental Language Disorder (DLD) among bilingual children in Speech and Language Clinics is challenged by the use of Societal Language (SL) monolingual norms and by the absence of knowledge about children’s performance in the Home Language (HL) leading to over diagnosis of DLD among bilingual children. The current study examined how bilingual parents’ questionnaire can contribute to a more accurate clinical protocol that can he…
The impact of language dominance on Russian-Hebrew bilingual children’s narrative production
The study explores the effect of language dominance on microstructure, macrostructure, and Internal State Terms (ISTs) in narratives of Russian-Hebrew bilingual children and examines within-language and cross-language associations between narrative elements in two dominance groups. Narratives were collected from 38 Russian-Hebrew bilingual children aged 5;5–6;7 using the LITMUS-MAIN retelling procedures. The children were divided into L1-dominant…
The differential impact of age of onset of bilingualism and language exposure for bilingual children with DLD and ASD
Preview this article: The differential impact of age of onset of bilingualism and language exposure for bilingual children with DLD and ASD, Page 1 of 1 /docserver/preview/fulltext/lab.21055.arm-1.gif
The development of English as a heritage language
This study explores typically developing bilingual children’s performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a function of chronological age and age of onset of bilingualism. English–Hebrew typically developing biling…
Story Grammar Elements and Mental State Terms in the Expression of Enabling Relations in Narratives of Bilingual Preschool Children
The present research analyzes causal relations between events in the narratives of bilingual preschool children with typical development (BiTD) and with developmental language disorder (BiDLD). The analyses focused on story grammar elements (attempts and goals) and mental state terms between events in Enabling relations as features contributing to narrative discourse coherence. Narratives, collected from 48 bilingual children (14 with DLD) aged 5…
The linguistic expression of causal relations in picture-based narratives
The present study examines the linguistic expression of causal relations between the motion events within the main episode in a picture-based narrative. One hundred and fifty children aged 5–7 were asked to narrate a story based on a series of pictures: 45 Hebrew monolinguals (19 with Developmental Language Disorders [DLD]), 57 English–Hebrew bilinguals (20 with DLD) and 48 Russian–Hebrew bilinguals (21 with DLD). The narratives told by bilingual…
Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel
Mountain Jewish immigrants to Israel from the Eastern Caucasus used two heritage languages, Juhuri (Judeo-Tat) and Russian. Juhuri was their home and Russian the societal languages prior to migration. In Israel, Juhuri and Russian are Heritage Languages and Hebrew is the societal language. The present study reports on frequency of use and codeswitching behaviour across three generations of Mountain Jewish speakers in order to account for patterns…
The Role of Age Variables in Family Language Policy
Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the …
The effect of language attitudes on proficiency in two heritage languages of Mountain Jews in Israel and the US
Mountain Jews (MJs), native of the eastern Caucasus, mass immigrated in the 1990s to Israel and the US. MJs brought with them two heritage languages (HLs): Russian, the language of wider communication in the former Soviet Union, and Juhuri, their traditional home language. The present study explores the effects of HL attitudes on proficiency among 146 Israeli and 138 American MJs differing in age (M = 35.42) and in education level. A questionnair…
Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents
Israel’s population includes over a million Russian-speaking immigrants and more than 300,000 native English speakers. These groups differ in social integration and in the status of their heritage languages in Israel. We compared children’s and parents’ perceptions of children’s identities, language abilities, and language preferences among Russian-Hebrew and English-Hebrew bilinguals via sociolinguistic questionnaires. Forty-six Russian-Hebrew (…
Story Grammar Elements and Mental State Terms in the Expression of Enabling Relations in Narratives of Bilingual Preschool Children
The present research analyzes causal relations between events in the narratives of bilingual preschool children with typical development (BiTD) and with developmental language disorder (BiDLD). The analyses focused on story grammar elements (attempts and goals) and mental state terms between events in Enabling relations as features contributing to narrative discourse coherence. Narratives, collected from 48 bilingual children (14 with DLD) aged 5…
Culture-specific heritage language vocabulary and collective identity among three generations of Mountain Jews
Culture-specific vocabulary denotes objects that bear cultural weight and are not readily translatable or understood in other languages. The present study explores cultural items in an endangered language, Juhuri (Judeo-Tat), the traditional language of Mountain Jews (MJ) who immigrated to Israel and the United States. A set of ten items, five cultural and five neutral, served as stimuli for a picture recognition task inserted in a questionnaire …
We don’t have a family language policy
The Impact of Ethnic Identity on Language Attitudes
Mothers' Education, Family Language Policy, and Hebrew Plural Formation among Bilingual and Monolingual Children
The present study examines the role of maternal years of education and family language policy (FLP) in monolingual and bilingual children's acquisition of Hebrew plural morphology. The case of the Hebrew plural system is especially interesting when examining the influence of the above factors on morphological performance, given that it demands both a mastery of morphological rules (characterized by a high degree of transparency in Hebrew) and a l…
Children's production of relative clauses in Palestinian Arabic
The emergence of grammar
The paper examines the first twenty verb-forms recorded for six Hebrew-speaking children aged between 1;2 and 2;1, and how they evolve into fully inflected verbs for three of these children. Discussion focuses first on what word-forms children initially select for the verbs they produce, what role these forms play in children's emergent grammar, and how emergent grammar is reflected in the acquisition of fully inflected forms of verbs. Children's…
The impact of internal and external factors on linguistic performance in the home language and in L2 among Russian-Hebrew and Russian-German preschool children
This paper evaluates the contribution of external background factors which pertain to the child’s environment (e.g., parents’ education, parents’ occupation, family size, etc.), and internal ones which reflect the child’s time related experience with language (e.g., chronological age, age of L2 onset, etc.) to the development of linguistic skills in the two languages of bilingual children. 65 Russian-German (Mean age: 66mo, Range: 47-86mo) and 78…
The Assignment of Gender in L2 Hebrew
Grammatical gender poses a serious problem to second language (L2) learners as well as to proficient speakers of L2. This paper tests what contributes to this difficulty in L2 Hebrew. Gender identification in the absence of lexical information was tested for 30 Hebrew L2 learners and 20 Hebrew near-native speakers whose L1 has gender morphology, e.g. Russian, or not, e.g. English, as well as 10 adult native speakers of Hebrew. Te participants wer…
Between L2 and SLI
Verb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English–Hebrew and Russian–Hebrew preschool children, aged five to seven, with TLD, and age-matched monolingual Hebrew-speaking children with SLI, were tested using s…
Assessing Multilingual Children
This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of Specific Language Impairment (SLI), making use of both models of bilingualism and models of language impairment.
Children's production of relative clauses in Palestinian Arabic
Disentangling SLI and bilingualism using sentence repetition tasks
The current study investigated performance on morpho-syntax in Russian–Hebrew sequential bilingual preschool children with and without specific language impairment (SLI) in both languages (L1 Russian and L2 Hebrew) using sentence repetition (SRep) tasks with a fundamental aim to disentangle the language abilities of bilingual children with typical language development (biTLD) from those of bilingual children with SLI (biSLI). Four groups of child…
How do 5-year-olds understand questions? Differences in languages across Europe
The comprehension of constituent questions is an important topic for language acquisition research and for applications in the diagnosis of language impairment. This article presents the results of a study investigating the comprehension of different types of questions by 5-year-old, typically developing children across 19 European countries, 18 different languages, and 7 language (sub-)families. The study investigated the effects of two factors …
Bi-directional cross-linguistic influence in bilingual Russian-Hebrew children
This study examines cross-linguistic influence of L1 on L2 and L2 on L1 and the extent to which age of L2 onset (L2 AoO) is linked to the acquisition of morpho-syntactic properties in both languages of bilingual children who acquire L1-Russian as a heritage language and L2-Hebrew as a majority language. Our investigation of L1-L2 influence focuses on morpho-syntactic features, whose configurations vary in Russian and Hebrew. Definiteness is reali…
Language impairment in bilingual children
published
A CDI study of bilingual English-Hebrew children – frequency of exposure as a major source of variation
The present study explores the vocabulary development of bilingual children when neither of their languages has a minority language status. With both languages having high relative prestige, it is possible to address the impact of exposure variables: age of onset, length of exposure, and frequency of exposure (FoE) to both languages. Parents of 40 English-Hebrew bilingual children, from mid–high socio-economic status, completed the vocabulary che…
Parent report of early lexical production in bilingual children
This paper compared the vocabulary size of a group of 250 bilinguals aged 24–36 months acquiring six different language pairs using an analogous tool, and attempted to identify factors that influence vocabulary sizes and ultimately place children at risk for language delay. Each research group used adaptations of the MacArthur-Bates Communicative Development Inventories: Words and Sentences and a specially designed developmental and language back…
The linguistic expression of causal relations in picture-based narratives
The present study examines the linguistic expression of causal relations between the motion events within the main episode in a picture-based narrative. One hundred and fifty children aged 5–7 were asked to narrate a story based on a series of pictures: 45 Hebrew monolinguals (19 with Developmental Language Disorders [DLD]), 57 English–Hebrew bilinguals (20 with DLD) and 48 Russian–Hebrew bilinguals (21 with DLD). The narratives told by bilingual…
The development of English as a heritage language
This study explores typically developing bilingual children’s performance in their English as a heritage language. The aim of this study is to advance our understanding of heritage language expectations and the role of chronological age and bilingual exposure. A broad range of receptive and expressive linguistic domains are investigated as a function of chronological age and age of onset of bilingualism. English–Hebrew typically developing biling…
Story Grammar Elements and Mental State Terms in the Expression of Enabling Relations in Narratives of Bilingual Preschool Children
The present research analyzes causal relations between events in the narratives of bilingual preschool children with typical development (BiTD) and with developmental language disorder (BiDLD). The analyses focused on story grammar elements (attempts and goals) and mental state terms between events in Enabling relations as features contributing to narrative discourse coherence. Narratives, collected from 48 bilingual children (14 with DLD) aged 5…
Parent Questionnaires in Screening for Developmental Language Disorder Among Bilingual Children in Speech and Language Clinics
Screening for Developmental Language Disorder (DLD) among bilingual children in Speech and Language Clinics is challenged by the use of Societal Language (SL) monolingual norms and by the absence of knowledge about children’s performance in the Home Language (HL) leading to over diagnosis of DLD among bilingual children. The current study examined how bilingual parents’ questionnaire can contribute to a more accurate clinical protocol that can he…
The impact of language dominance on Russian-Hebrew bilingual children’s narrative production
The study explores the effect of language dominance on microstructure, macrostructure, and Internal State Terms (ISTs) in narratives of Russian-Hebrew bilingual children and examines within-language and cross-language associations between narrative elements in two dominance groups. Narratives were collected from 38 Russian-Hebrew bilingual children aged 5;5–6;7 using the LITMUS-MAIN retelling procedures. The children were divided into L1-dominant…
The differential impact of age of onset of bilingualism and language exposure for bilingual children with DLD and ASD
Preview this article: The differential impact of age of onset of bilingualism and language exposure for bilingual children with DLD and ASD, Page 1 of 1 /docserver/preview/fulltext/lab.21055.arm-1.gif
Family language policy and vocabulary of bilingual children across different ages
Family language policy explores planning of home language use and is thought to shape language acquisition. Historically, heritage languages have often been considered ‘low prestige’. In Israel, there are immigrants speaking English, a global lingua franca, as a heritage language. This study focuses on characterizing the language policies of this unique community. It explores how these policies affect bilingual children's language through the inv…
Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children
The current study investigates narrative retelling and comprehension among 30 native Arabic-speaking preschool children with a mean age of 5:10. Narrative features of text-complexity (less-complex and more-complex episodic structure) and language variety (Spoken Palestinian Arabic [PA] and Modern Standard Arabic [MSA]) were analyzed for their effect on narrative retelling and comprehension. Four narratives accompanied by six pictures each (Gagari…
The vocabulary of Yiddish-Hebrew speaking children – A CDI study
Yiddish-Hebrew speakers residing in Israel are primarily Ashkenazi ultra-Orthodox Jews, living in relatively closed communities, characterized by their large number of children, low parental formal education, and low family income. Religious literacy and schooling are highly respected. We tested the impact of these demographic factors on children's vocabulary size and language dominance. Data was collected for 34 bilingual children aged 2–4, in Y…
Language exposure practices among Hasidic Yiddish-Hebrew speaking children – in support of Yiddish vitality in Israel
Ultra-Orthodox Hasidic communities in Israel maintain the use of Yiddish as a prestigious language, connecting generations and preserving the communities’ traditional way of living (Hary and BenorBerlin, 2019)). Yiddish, the Community Language (CL), is supported within the family and the Hasidic community outside the family, while Hebrew, the Majority Language (ML), is used with members outside the community. Hasidic communities present a unique …
The Impact of Ethnic Identity on Language Attitudes
Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel
Mountain Jewish immigrants to Israel from the Eastern Caucasus used two heritage languages, Juhuri (Judeo-Tat) and Russian. Juhuri was their home and Russian the societal languages prior to migration. In Israel, Juhuri and Russian are Heritage Languages and Hebrew is the societal language. The present study reports on frequency of use and codeswitching behaviour across three generations of Mountain Jewish speakers in order to account for patterns…
Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents
Israel’s population includes over a million Russian-speaking immigrants and more than 300,000 native English speakers. These groups differ in social integration and in the status of their heritage languages in Israel. We compared children’s and parents’ perceptions of children’s identities, language abilities, and language preferences among Russian-Hebrew and English-Hebrew bilinguals via sociolinguistic questionnaires. Forty-six Russian-Hebrew (…
Language Development and Disorders (32 obras) · Linguistics (32 obras) · Psychology (32 obras) · Reading and Literacy Development (22 obras) · Multilingual Education and Policy (21 obras) · Hebrew (17 obras) · Neuroscience of multilingualism (16 obras) · Computer Science (13 obras) · Developmental psychology (13 obras) · Philosophy (13 obras)