Comparing Narrative Microstructure between Bilingual Balochi-Persian and Monolingual Persian Preschoolers

Maryam Arabpour, Mahbube Nakhshab, Najme Abdolrashidi, Mahtab Molaiefard, Shima Bakhtyari, Hossein Ansari

Abstract


Background: To date, with rapid increase of bilingual children, more attention about different patterns of the bilingual children narratives is needed. The aim of this study was to compare microstructure level of narratives generated by typical developing kindergarten children who were bilingual in Persian and Balochi with monolingual Persian speakers.

Method: Thirty Persian-speaking monolingual and thirteen available bilingual children (aged 48 months old) participated in this study. Children’s story telling was audio-recorded and analyzed using the Persian-NAP (Narrative Assessment Protocol) guidelines.

 

Results: All of the NAP indicators include of group structure, phrase structure, modifiers, noun and verbs didn’t show significant difference between monolingual and bilingual children (0.06≤p≤0.5).

Conclusion: We didn’t find different performance in the five NAP indicators between bilingual and monolingual children. It may be suggested that the different patterns of creating phrases and sentences in two languages don’t affect the grammatical use of them in second language. 


Keywords


narrative, microstructure, bilingualism, Balochi language

Full Text:

PDF

References


Justice LM, Bowles R, Pence K, Gosse C. A scalable tool for

assessing children’s language abilities within a narrative context:

The NAP (Narrative Assessment Protocol). Early Childhood

Research Quarterly. 2010;25(2):218-34.

Fivush R, Nelson K. Parent–child reminiscing locates the

self in the past. British Journal of Developmental Psychology.

;24(1):235-51.

Wang Q, Fivush R. Mother–child conversations of emotionally

salient events: exploring the functions of emotional reminiscing in

European-American and Chinese families. Social Development.

;14(3):473-95.

Petersen DB, Gillam SL, Gillam RB. Emerging procedures in

narrative assessment: The Index of Narrative Complexity. Topics

in Language Disorders. 2008;28(2):115-30.

Justice LM, Bowles RP, Kaderavek JN, Ukrainetz TA, Eisenberg

SL, Gillam RB. The index of narrative microstructure: A

clinical tool for analyzing school-age children’s narrative

performances. American Journal of Speech-Language Pathology.

;15(2):177-91.

Melzi G, Schick A, Bostwick E. Latino children’s narrative

competencies over the preschool years. Actualidades en

psicología. 2013;27(115).

Gutiérrez-Clellen VF. Narratives in two languages: Assessing

performance of bilingual children. Linguistics and Education.

;13(2):175-97.

Gagarina N, Klop D, Kunnari S, Tantele K, Välimaa T, Balčiūnienė

I, et al. MAIN: Multilingual assessment instrument for narratives:

Zentrum für Allgemeine Sprachwissenschaft; 2012.

Minami M. Culture-specific language styles: The development of

oral narrative and literacy: Multilingual Matters; 2002.

Nakhshab M, Arabpour M, Kazemi Y. Narrative assessment

methods in children: a systematic review. J Res Rehabil Sci.

;10 (5):704-19.

Paul R, Norbury C. Language Disorders from Infancy Through

Adolescence-E-Book: Listening, Speaking, Reading, Writing,

and Communicating: Elsevier Health Sciences; 2012.

Han JJ, Leichtman MD, Wang Q. Autobiographical memory

in Korean, Chinese, and American children. Developmental

psychology. 1998;34(4):701.

Minami M, McCabe A. Rice balls and bear hunts: Japanese and

North American family narrative patterns. Journal of Child

Language. 1995;22(2):423-45.

Minami M. Telling good stories in different languages: Bilingual

children’s styles of story construction and their linguistic and

educational implications. Narrative Inquiry. 2008;18(1):83-110.

Cauz J. Iran Languages Encyclopædia Britannica, Inc.; 2017

/20/2017]. Available from: https://www.britannica.com/place/

Iran/Languages.

Thompson I. Balochi washington: The Technology

Development Group; 2016 [8/20/2017]. Available from: http://

aboutworldlanguages.com/balochi.

languages in Iran Shiraz, Iran: Iran Traveling Center; 2015

/20/2017]. Available from: http://www.irantravelingcenter.

com/languages-in-iran/.

Gardner-Neblett N, Pungello EP, Iruka IU. Oral narrative skills:

Implications for the reading development of African American

children. Child Development Perspectives. 2012;6(3):218-24.

Qasemi M, Nakhshab M, Alineghad B, Shafiei M, Tazhibi M.

Description of particular language structures in normal 4-yearolds’

narrations and their sex-related differences according

to Narrative Assessment Protocol (NAP). J Res Rehabil Sci.

;8(4).

F S. Shangul va Mangul va Habe Angur. Tehran: Miamin; 2011.

Montrul S, Potowski K. Command of gender agreement in schoolage

Spanish-English bilingual children. International Journal of

Bilingualism. 2007;11(3):301-28.

Iluz-Cohen P, Walters J. Telling stories in two languages:

Narratives of bilingual preschool children with typical and

impaired language. Bilingualism 2012 15(1):58-74.

Gutiérrez-Clellen V, Simon-Cereijido G, WAGNER C.

Bilingual children with language impairment: A comparison

with monolinguals and second language learners. Applied

Psycholinguistics, Cambridge University Press. 2008;29(1):3–19.

Cleave PL, Girolametto LE, Chen X, Johnson CJ. Narrative

abilities in monolingual and dual language learning children

with specific language impairment. Journal of Communication

Disorders. 2010;43(6):511-22.

Gutiérrez-Clellen VF, Simon-Cereijido G, Erickson Leone

A. Code-switching in bilingual children with specific

language impairment. International Journal of Bilingualism.

;13(1):91-109.

Rezzonico S, Goldberg A, Mak KK-Y, Yap S, Milburn T, Belletti

A, et al. Narratives in Two Languages: Storytelling of Bilingual

Cantonese–English Preschoolers. Journal of Speech, Language,

and Hearing Research. 2016;59(3):521-32.

Hipfner-Boucher K, Milburn T, Weitzman E, Greenberg J,

Pelletier J, Girolametto L. Narrative abilities in subgroups of

English language learners and monolingual peers. International

Journal of Bilingualism. 2015;19(6):677-92.

Uccelli P, Páez MM. Narrative and vocabulary development

of bilingual children from kindergarten to first grade:

Developmental changes and associations among English and

Spanish skills. Language, Speech, and Hearing Services in

Schools. 2007;38(3):225-36.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

pISSN: 2345-6167        eISSN: 2345-6159