How bilingual children learn new words when switching languages
Implicit Word Learning in Code-switched Contexts by Bilingual Children with and without Developmental Language Disorder (DLD)
['FUNDING_FELLOWSHIP'] · UNIVERSITY OF WISCONSIN-MADISON · NIH-11241218
This study is looking at how bilingual kids, especially those who speak both Spanish and English, learn new words when they switch between languages, and it’s designed for children aged four to six, including those with Developmental Language Disorder, to find out the best ways to help them improve their language skills.
Quick facts
| Phase | ['FUNDING_FELLOWSHIP'] |
|---|---|
| Study type | Nih_funding |
| Sex | All |
| Sponsor | UNIVERSITY OF WISCONSIN-MADISON (nih funded) |
| Locations | 1 site (MADISON, UNITED STATES) |
| Trial ID | NIH-11241218 on ClinicalTrials.gov |
What this research studies
This research investigates how bilingual children, specifically those who speak both Spanish and English, learn new words when they switch between languages. The study focuses on children aged four to six, including those with Developmental Language Disorder (DLD), to understand the impact of code-switching on their language acquisition. By comparing word learning in single-language versus code-switched contexts, the researchers aim to identify effective strategies for enhancing language skills in bilingual children. The methodology includes implicit learning tasks to assess word retention immediately and after a delay.
Who could benefit from this research
Good fit: Ideal candidates for this research are bilingual children aged four to six who speak both Spanish and English, including those with typical language development and those with Developmental Language Disorder.
Not a fit: Children who are not bilingual or who are outside the age range of four to six years may not benefit from this research.
Why it matters
Potential benefit: If successful, this research could improve language learning strategies for bilingual children, particularly those with developmental challenges.
How similar studies have performed: Previous research has shown promising results in understanding bilingual language development, but this specific focus on code-switching and implicit learning is relatively novel.
Where this research is happening
MADISON, UNITED STATES
- UNIVERSITY OF WISCONSIN-MADISON — MADISON, UNITED STATES (ACTIVE)
Researchers
- Principal investigator: SLAWNY, CAITLYN M — UNIVERSITY OF WISCONSIN-MADISON
- Study coordinator: SLAWNY, CAITLYN M
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.