Burgoyne, K., Duff, F. J, Nielsen, D., Ulicheva, A. & Snowling, MJ. (2016). Bilingualism and Biliteracy in Down Syndrome: Insights From a Case Study. Language Learning,66(4), 945-971. United Kingdom: Blackwell Publishing Ltd. Retrieved from https://doi.org/10.1111/lang.12179
We present the case study of MB—a bilingual child with Down syndrome (DS) whospeaks Russian (ﬁrst language [L1]) and English (second language [L2]) and has learnedto read in two different alphabets with different symbol systems. We demonstratethat, in terms of oral language, MB is as proﬁcient in Russian as English, with amild advantage for reading in English, her language of formal instruction. MB’s L1abilities were compared with those of 11 Russian-speaking typically developing mono-linguals and her L2 abilities to those of 15 English-speaking typically developing mono-linguals and six monolingual English-speaking children with DS; each group achievingthe same level of word reading ability as MB. We conclude that learning two languages in the presence of a learning difﬁculty need have no detrimental effect on either a child’slanguage or literacy development.
School of Psychology
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