Johanne Paradis
Dados Biográficos
| ID | 3843663 |
|---|---|
| NOME | Johanne Paradis |
| PRENOMES | Johanne |
| SOBRENOME | Paradis |
| ASSINATURA | PARADIS J |
| AFILIAÇÕES | University of Alberta |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1996 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Predictors of cross-linguistic influence in school-age child and adolescent heritage speakers
This study examines cross-linguistic influence (CLI) in the production of wh -questions by child heritage speakers of Mandarin aged 6;9 to 16;2 years in Canada. The form of CLI addressed is wh -fronting in Mandarin object-questions (where fronting is ungrammatical) and when -questions (where fronting is dispreferred). Our goals were, first, to determine whether the children front more frequently relative to their mothers; and second, to determine…
Effects of bilingualism on foreign language learning during kindergarten years
This study examines the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. Participants included 85 Dutch-speaking monolinguals and 34 bilingual children. We assessed children’s English vocabulary and grammar as the outcome variables. Furthermore, phonological awareness, executive functions and motivation to learn English were measured as potential mediators of t…
The longitudinal development of L2 complex syntax in Arabic-English refugee children
We examined the growth of English-L2 clausal density (CD) in narrative language samples from 129 school-age Syrian refugee children during their first 5 years of residency in Canada. First, we found that CD showed unique developmental trajectories from MLUw, and relatively rapid acquisition, consistent with studies with non-refugee participants. Second, faster growth in CD was associated with superior cognitive abilities and higher maternal educa…
The role of refugee children’s host country language in their resilience to resettlement
One hundred twenty-six children (between 6 and 13 years) in 71 families who were resettled in Canada, as a result of the Syrian Civil War, were followed up over 3 years, using a sibling comparison, longitudinal design. This design allowed us to test the hypothesis that host country receptive language competence (L2) protects refugee children's mental health in families with limited resources (low parental education, large family size). The siblin…
The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners’ L2 vocabulary
Comparing young second-language (L2) learners in different learning contexts is a valuable, but under-researched, design for determining how L2 experiences impact L2 development. This study addressed this gap by comparing the out-of-school L2 experiences of adolescents ( N = 64) learning L2-English as either a community majority language or as a foreign language in an immersion classroom, and examining how differences in L2 experience impacted En…
The role of parental characteristics, home language use, and schooling in children's Mandarin heritage language development in Canada
Introduction This study on child HL (heritage language) speakers of Mandarin examines the associations between parental characteristics (attitudes and proficiency), children's HL use (at home and through schooling), and children's HL outcomes (in vocabulary and simple syntax). Methods Forty-seven Mandarin-English bilingual children of Chinese heritage (mean age: 10.5; age range: 6.8–16.2) residing in Western Canada participated in the study. All …
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children
Limited research has been conducted on the literacy skills of Arabic‐speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6–13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological awareness, word reading accuracy, and re…
Oral Language Profiles of English Second Language Learners in Adolescence
It is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline fo…
The acquisition of relative clauses by Mandarin heritage language children
This study examined the phenomena of incomplete acquisition, attrition, and protracted acquisition of the L1 in HL children by focusing on the comprehension and production of subject and object relative clauses (RCs) in Mandarin HL children. A cross-sectional design (study 1) and a longitudinal design (study 2) were both included. Our results showed that HL children were comparable to monolinguals for the comprehension of RCs in both study 1 and …
How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English
Aims: In monolingual situations, mothers with higher levels of education are more likely to provide their children with enriched linguistic input. However, in bilingual situations, the relationship between maternal education and input is more complex because education may have occurred in one, but not both, of the languages. This study details this complexity by examining the relationship between maternal education and linguistic input in a group…
Language-level input factors are not enough to explain child bilingual acquisition
Preview this article: Language-level input factors are not enough to explain child bilingual acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.18059.par-1.gif
Bilingual children's long‐term outcomes in English as a second language
Bilingual children experience more variation in their language environment than monolingual children and this impacts their rate of language development with respect to monolinguals. How long it takes for bilingual children learning English as a second language (L2) to display similar abilities to monolingual age‐peers has been estimated to be 4–6 years, but conflicting findings suggest that even 6 years in school is not enough. Most studies on l…
Articles in child L2 English
In this study, the authors investigate the acquisition of the article system of English as a phenomenon at the interface between morphosyntax and semantics. L1 acquisition studies have found that children make mistakes in article use until they are at least four years old or possibly older. Also, adult L2 acquisition studies have reported that learners of English often have consistent difficulty in the use of articles until very late stages of ac…
Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular -s in Child L2 English
This study was designed to investigate the development of third-person singular (3SG) -s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2-year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflect…
Acquiring Regular and Irregular Past Tense Morphemes in English and French
The aim of this study was to use crosslinguistic data from French-English bilinguals to test two models of past tense acquisition: (a) single route (all past tense forms rely on morphophonological schemas) and (b) dual route (irregular forms are learned as words, regulars through rules). These models make similar predictions about English acquisition, the focus of most previous research. French irregular verbs are often low in token frequency but…
The impact of input factors on bilingual development
Preview this article: The impact of Input factors on bilingual development: Quantity versus quality, Page 1 of 1 /docserver/preview/fulltext/lab.1.1.09par-1.gif
Individual differences in child English second language acquisition
This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonologi…
Assessment of English language learners
Bilingual Children's Acquisition of English Verb Morphology
This study investigated whether bilingual-monolingual differences would be apparent in school-age children's use and knowledge of English verb morphology and whether differences would be influenced by amount of exposure to English, complexity of the morphological structure, or the type of task given. French-English bilinguals (mean age = 6;10) were given a standardized test with two production probes and a grammaticality judgment probe for Englis…
Maturation
Meisel has argued in favour of the Fundamental Difference Hypothesis (FDH), a version of the Critical Period Hypothesis, for L2 acquisition. Most particularly, he has proposed that maturational changes in domain-specific, language learning mechanisms are in evidence as young as four years of age. In a nutshell, the proposal is that for certain domains of morphosyntactic acquisition, if exposure to a language does not begin before 4;0, the develop…
Lexical acquisition over time in minority first language children learning English as a second language
The English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker exp…
The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice
Two-year-old bilingual children can show sensitivity to the language choice of their interlocutor, but do not necessarily achieve perfect separation by discourse context, e.g. speaking only French with a French interlocutor; dominance in one language is often cited as a reason for this. In this study we asked whether older bilingual preschoolers would show more absolute discourse separation than had been established with younger children because …
Do bilingual two-year-olds have separate phonological systems
The present study was designed to examine whether bilingual two-year-olds have differentiated phonological systems and if so, whether there are crosslinguistic influences between them. Eighteen English-speaking monolingual, 18 Frenchspeaking monolingual and 17 French-English bilingual children (mean age=30 months) participated in a nonsense-word repetition task. The children's syllable omissions/truncations of the four-syllable target words were …
Beyond ‘One System or Two?’
Syntactic Acquisition in Bilingual Children
Recent research on pragmatic and syntactic development in bilingual 2-year-olds has shown that these children have differentiated language systems. However, it remains to be shown whether their grammars develop autonomously or interdependently from 2 years onward. The present study investigates the potential interference between the grammars of French-English bilingual children, aged 2–3 years. We examined their acquisition of functional categori…
Bilingual Children's Acquisition of English Verb Morphology
This study investigated whether bilingual-monolingual differences would be apparent in school-age children's use and knowledge of English verb morphology and whether differences would be influenced by amount of exposure to English, complexity of the morphological structure, or the type of task given. French-English bilinguals (mean age = 6;10) were given a standardized test with two production probes and a grammaticality judgment probe for Englis…
Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular -s in Child L2 English
This study was designed to investigate the development of third-person singular (3SG) -s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2-year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflect…
Acquiring Regular and Irregular Past Tense Morphemes in English and French
The aim of this study was to use crosslinguistic data from French-English bilinguals to test two models of past tense acquisition: (a) single route (all past tense forms rely on morphophonological schemas) and (b) dual route (irregular forms are learned as words, regulars through rules). These models make similar predictions about English acquisition, the focus of most previous research. French irregular verbs are often low in token frequency but…
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children
Limited research has been conducted on the literacy skills of Arabic‐speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6–13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological awareness, word reading accuracy, and re…
Syntactic Acquisition in Bilingual Children
Recent research on pragmatic and syntactic development in bilingual 2-year-olds has shown that these children have differentiated language systems. However, it remains to be shown whether their grammars develop autonomously or interdependently from 2 years onward. The present study investigates the potential interference between the grammars of French-English bilingual children, aged 2–3 years. We examined their acquisition of functional categori…
Beyond ‘One System or Two?’
Do bilingual two-year-olds have separate phonological systems
The present study was designed to examine whether bilingual two-year-olds have differentiated phonological systems and if so, whether there are crosslinguistic influences between them. Eighteen English-speaking monolingual, 18 Frenchspeaking monolingual and 17 French-English bilingual children (mean age=30 months) participated in a nonsense-word repetition task. The children's syllable omissions/truncations of the four-syllable target words were …
The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice
Two-year-old bilingual children can show sensitivity to the language choice of their interlocutor, but do not necessarily achieve perfect separation by discourse context, e.g. speaking only French with a French interlocutor; dominance in one language is often cited as a reason for this. In this study we asked whether older bilingual preschoolers would show more absolute discourse separation than had been established with younger children because …
Lexical acquisition over time in minority first language children learning English as a second language
The English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker exp…
Maturation
Meisel has argued in favour of the Fundamental Difference Hypothesis (FDH), a version of the Critical Period Hypothesis, for L2 acquisition. Most particularly, he has proposed that maturational changes in domain-specific, language learning mechanisms are in evidence as young as four years of age. In a nutshell, the proposal is that for certain domains of morphosyntactic acquisition, if exposure to a language does not begin before 4;0, the develop…
Assessment of English language learners
Bilingual Children's Acquisition of English Verb Morphology
This study investigated whether bilingual-monolingual differences would be apparent in school-age children's use and knowledge of English verb morphology and whether differences would be influenced by amount of exposure to English, complexity of the morphological structure, or the type of task given. French-English bilinguals (mean age = 6;10) were given a standardized test with two production probes and a grammaticality judgment probe for Englis…
The impact of input factors on bilingual development
Preview this article: The impact of Input factors on bilingual development: Quantity versus quality, Page 1 of 1 /docserver/preview/fulltext/lab.1.1.09par-1.gif
Individual differences in child English second language acquisition
This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonologi…
Articles in child L2 English
In this study, the authors investigate the acquisition of the article system of English as a phenomenon at the interface between morphosyntax and semantics. L1 acquisition studies have found that children make mistakes in article use until they are at least four years old or possibly older. Also, adult L2 acquisition studies have reported that learners of English often have consistent difficulty in the use of articles until very late stages of ac…
Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular -s in Child L2 English
This study was designed to investigate the development of third-person singular (3SG) -s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2-year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflect…
Acquiring Regular and Irregular Past Tense Morphemes in English and French
The aim of this study was to use crosslinguistic data from French-English bilinguals to test two models of past tense acquisition: (a) single route (all past tense forms rely on morphophonological schemas) and (b) dual route (irregular forms are learned as words, regulars through rules). These models make similar predictions about English acquisition, the focus of most previous research. French irregular verbs are often low in token frequency but…
Bilingual children's long‐term outcomes in English as a second language
Bilingual children experience more variation in their language environment than monolingual children and this impacts their rate of language development with respect to monolinguals. How long it takes for bilingual children learning English as a second language (L2) to display similar abilities to monolingual age‐peers has been estimated to be 4–6 years, but conflicting findings suggest that even 6 years in school is not enough. Most studies on l…
Language-level input factors are not enough to explain child bilingual acquisition
Preview this article: Language-level input factors are not enough to explain child bilingual acquisition, Page 1 of 1 /docserver/preview/fulltext/lab.18059.par-1.gif
Oral Language Profiles of English Second Language Learners in Adolescence
It is often claimed that child English L2 learners take up to seven years to attain English skills commensurate with those of monolingual peers; however, existing research is insufficient to know if this claim is valid for oral language abilities in particular. This study examined the lexical and morphological abilities of English L2 learners and their monolingual peers (ages 12–15; N = 227) in Canadian middle schools to determine the timeline fo…
The acquisition of relative clauses by Mandarin heritage language children
This study examined the phenomena of incomplete acquisition, attrition, and protracted acquisition of the L1 in HL children by focusing on the comprehension and production of subject and object relative clauses (RCs) in Mandarin HL children. A cross-sectional design (study 1) and a longitudinal design (study 2) were both included. Our results showed that HL children were comparable to monolinguals for the comprehension of RCs in both study 1 and …
How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English
Aims: In monolingual situations, mothers with higher levels of education are more likely to provide their children with enriched linguistic input. However, in bilingual situations, the relationship between maternal education and input is more complex because education may have occurred in one, but not both, of the languages. This study details this complexity by examining the relationship between maternal education and linguistic input in a group…
Morphology and Reading Skills in Arabic‐Speaking Syrian Refugee Children
Limited research has been conducted on the literacy skills of Arabic‐speaking refugee children. This study investigated the concurrent and longitudinal roles of morphological awareness in Arabic word reading and reading comprehension. A total of 75 Syrian refugee children aged 6–13 years resettled in Canada were administered measures of nonverbal reasoning, vocabulary, phonological awareness, morphological awareness, word reading accuracy, and re…
The role of parental characteristics, home language use, and schooling in children's Mandarin heritage language development in Canada
Introduction This study on child HL (heritage language) speakers of Mandarin examines the associations between parental characteristics (attitudes and proficiency), children's HL use (at home and through schooling), and children's HL outcomes (in vocabulary and simple syntax). Methods Forty-seven Mandarin-English bilingual children of Chinese heritage (mean age: 10.5; age range: 6.8–16.2) residing in Western Canada participated in the study. All …
Effects of bilingualism on foreign language learning during kindergarten years
This study examines the underlying mechanisms driving the bilingual advantage in learning English as a foreign language (EFL) among kindergarten-aged children. Participants included 85 Dutch-speaking monolinguals and 34 bilingual children. We assessed children’s English vocabulary and grammar as the outcome variables. Furthermore, phonological awareness, executive functions and motivation to learn English were measured as potential mediators of t…
The longitudinal development of L2 complex syntax in Arabic-English refugee children
We examined the growth of English-L2 clausal density (CD) in narrative language samples from 129 school-age Syrian refugee children during their first 5 years of residency in Canada. First, we found that CD showed unique developmental trajectories from MLUw, and relatively rapid acquisition, consistent with studies with non-refugee participants. Second, faster growth in CD was associated with superior cognitive abilities and higher maternal educa…
The role of refugee children’s host country language in their resilience to resettlement
One hundred twenty-six children (between 6 and 13 years) in 71 families who were resettled in Canada, as a result of the Syrian Civil War, were followed up over 3 years, using a sibling comparison, longitudinal design. This design allowed us to test the hypothesis that host country receptive language competence (L2) protects refugee children's mental health in families with limited resources (low parental education, large family size). The siblin…
The impact of out-of-school L2 input and interaction on adolescent classroom immersion and community-L2 learners’ L2 vocabulary
Comparing young second-language (L2) learners in different learning contexts is a valuable, but under-researched, design for determining how L2 experiences impact L2 development. This study addressed this gap by comparing the out-of-school L2 experiences of adolescents ( N = 64) learning L2-English as either a community majority language or as a foreign language in an immersion classroom, and examining how differences in L2 experience impacted En…
Predictors of cross-linguistic influence in school-age child and adolescent heritage speakers
This study examines cross-linguistic influence (CLI) in the production of wh -questions by child heritage speakers of Mandarin aged 6;9 to 16;2 years in Canada. The form of CLI addressed is wh -fronting in Mandarin object-questions (where fronting is ungrammatical) and when -questions (where fronting is dispreferred). Our goals were, first, to determine whether the children front more frequently relative to their mothers; and second, to determine…
Language Development and Disorders (22 obras) · Psychology (19 obras) · Linguistics (18 obras) · Reading and Literacy Development (14 obras) · Developmental psychology (10 obras) · Computer Science (9 obras) · Mathematics education (9 obras) · Neurobiology of Language and Bilingualism (9 obras) · Language acquisition (8 obras) · Language development (7 obras)