Carmit Altman
Datos Biográficos
| ID | 3839313 |
|---|---|
| NOMBRE | Carmit Altman |
| NOMBRES | Carmit |
| APELLIDO | Altman |
| FIRMA | ALTMAN C |
| AFILIACIONES | Bar-Ilan University |
| ORCID | 0000-0002-2546-7980 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| 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…
From childhood to adolescence
Narratives are crucial for investigating children’s spontaneous language, offering insights into linguistic changes from early childhood to adolescence. Despite the known improvement in narrative skills with age, research focusing on bilingual children older than 8 is sparse. This study explores narrative macrostructure, episodic complexity, and internal state terms expressing feelings and thoughts among bilingual children in preschool, primary, …
Immigrant student identities and classroom engagement
We don’t have a family language policy
Additional language learning policy for immigrant students
The recent rise in immigration highlights the need for effective language policies in multilingual contexts. This research investigates the Additional Language Learning Policy (ALLP) and its interplay with immigrant students’ language performance. Limited research has been conducted on the comprehensive interplay between policy and immigrant student performance. Using Van Hulst and Yanow’s (2016) framework, we analyze official ALLP documents from…
Multiculturalism and multilingualism on campus
Impact of bilingual intervention on Arabic-Hebrew speaking children
Disfluencies as a window to macrostructure performance in the narrative of bilingual children
Disfluencies mirror processes of speech production and when examined in both languages of bilingual children, can provide valuable information regarding their linguistic skills. The aim of this study is to characterize the rates and the types of disfluencies across episodes of a narrative as well as across different story grammar (SG) elements in participants’ home language (Russian) and societal language (Hebrew) as a reflection of narrative mac…
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 …
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…
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…
Reference to characters in narratives of Russian-Hebrew bilingual and Russian and Hebrew monolingual children with Developmental Language Disorder and typical language development
This research analyzed adequacy of referential expressions in the narratives of bilingual and monolingual children with Developmental Language Disorder (DLD) and typical language development (TLD), aiming to shed light on the relative contribution of morpho-syntactic, discourse-pragmatic, and semantic constraints. Narratives were collected from 51 children using a storytelling procedure ( MAIN – Multilingual Assessment Instrument for Narratives).…
Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension
Reading comprehension (RC) is a cognitive ability linked with higher-order cognitive functions referred to as executive functions (EFs) and is also associated with educational achievement. To date, there is little research exploring links between reading comprehension, EFs, and personality traits. This study attempts to fill this gap by elucidating the role of EFs, trait impulsivity, and trait anxiety in RC among university students. To achieve a…
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…
Some wheres and whys in bilingual codeswitching
Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children’s codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children’s codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narr…
Two Measures of Bilingualism in the Memories of Immigrants and Indigenous Minorities
Family language policies, reported language use and proficiency in Russian – Hebrew bilingual children in Israel
The relationship between family language policy (FLP) and language choice, language use, proficiency in Russian and Hebrew, codeswitching (CS) and linguistic performance was studied in Russian-speaking immigrant parents and their Russian–Hebrew bilingual preschool children. By means of Glaser's Grounded Theory, the content of sociolinguistic interviews with 65 parents was classified to form families with strict-Russian, mild-Russian and pro-bilin…
Family language policies, reported language use and proficiency in Russian – Hebrew bilingual children in Israel
The relationship between family language policy (FLP) and language choice, language use, proficiency in Russian and Hebrew, codeswitching (CS) and linguistic performance was studied in Russian-speaking immigrant parents and their Russian–Hebrew bilingual preschool children. By means of Glaser's Grounded Theory, the content of sociolinguistic interviews with 65 parents was classified to form families with strict-Russian, mild-Russian and pro-bilin…
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 …
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…
We don’t have a family language policy
Immigrant student identities and classroom engagement
Family language policies, reported language use and proficiency in Russian – Hebrew bilingual children in Israel
The relationship between family language policy (FLP) and language choice, language use, proficiency in Russian and Hebrew, codeswitching (CS) and linguistic performance was studied in Russian-speaking immigrant parents and their Russian–Hebrew bilingual preschool children. By means of Glaser's Grounded Theory, the content of sociolinguistic interviews with 65 parents was classified to form families with strict-Russian, mild-Russian and pro-bilin…
Two Measures of Bilingualism in the Memories of Immigrants and Indigenous Minorities
Some wheres and whys in bilingual codeswitching
Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children’s codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children’s codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narr…
Distinct Effects of Executive Functioning, Impulsivity and Anxiety on Global and Local Reading Comprehension
Reading comprehension (RC) is a cognitive ability linked with higher-order cognitive functions referred to as executive functions (EFs) and is also associated with educational achievement. To date, there is little research exploring links between reading comprehension, EFs, and personality traits. This study attempts to fill this gap by elucidating the role of EFs, trait impulsivity, and trait anxiety in RC among university students. To achieve a…
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 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…
Reference to characters in narratives of Russian-Hebrew bilingual and Russian and Hebrew monolingual children with Developmental Language Disorder and typical language development
This research analyzed adequacy of referential expressions in the narratives of bilingual and monolingual children with Developmental Language Disorder (DLD) and typical language development (TLD), aiming to shed light on the relative contribution of morpho-syntactic, discourse-pragmatic, and semantic constraints. Narratives were collected from 51 children using a storytelling procedure ( MAIN – Multilingual Assessment Instrument for Narratives).…
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…
Disfluencies as a window to macrostructure performance in the narrative of bilingual children
Disfluencies mirror processes of speech production and when examined in both languages of bilingual children, can provide valuable information regarding their linguistic skills. The aim of this study is to characterize the rates and the types of disfluencies across episodes of a narrative as well as across different story grammar (SG) elements in participants’ home language (Russian) and societal language (Hebrew) as a reflection of narrative mac…
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 …
Multiculturalism and multilingualism on campus
Impact of bilingual intervention on Arabic-Hebrew speaking children
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…
From childhood to adolescence
Narratives are crucial for investigating children’s spontaneous language, offering insights into linguistic changes from early childhood to adolescence. Despite the known improvement in narrative skills with age, research focusing on bilingual children older than 8 is sparse. This study explores narrative macrostructure, episodic complexity, and internal state terms expressing feelings and thoughts among bilingual children in preschool, primary, …
Immigrant student identities and classroom engagement
We don’t have a family language policy
Additional language learning policy for immigrant students
The recent rise in immigration highlights the need for effective language policies in multilingual contexts. This research investigates the Additional Language Learning Policy (ALLP) and its interplay with immigrant students’ language performance. Limited research has been conducted on the comprehensive interplay between policy and immigrant student performance. Using Van Hulst and Yanow’s (2016) framework, we analyze official ALLP documents from…
Psychology (17 obras) · Linguistics (15 obras) · Multilingual Education and Policy (14 obras) · Language Development and Disorders (13 obras) · Reading and Literacy Development (10 obras) · Neuroscience of multilingualism (9 obras) · Hebrew (8 obras) · Sociology (8 obras) · Developmental psychology (6 obras) · Heritage language (5 obras)