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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Language ability assessment of Spanish-English bilinguals: Future directions Kester, Ellen Stubbe; Peña, Elizabeth D. In: Practical Assessment, Research, and Evaluation (2019) BASE Show details 2 Effects on L1 during early acquisition of L2: speech changes in Spanish at first English contact Peña, Elizabeth D.; Gildersleeve-Neumann, Christina E.; Kester, Ellen Stubbe... In: Bilingualism. - Cambridge : Univ. Press 12 (2009) 2, 259-272 BLLDB OLC Linguistik Show details 3 English speech sound development in preschool-aged children from bilingual English-Spanish environments Kester, Ellen Stubbe; Davis, Barbara L.; Peña, Elizabeth D.... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 39 (2008) 3, 314-328 BLLDB OLC Linguistik Show details 4 Semantic development in Spanish-English bilinguals : theory, assessment, and intervention Peña, Elizabeth D.; Kester, Ellen Stubbe In: Bilingual language development and disorders in Spanish-English speakers. - Philadelphia : Paul H Brookes (2004), 105-128 BLLDB Show details 5 Language ability assessment of Spanish-English bilinguals: Future directions ... Kester, Ellen Stubbe; Peña, Elizabeth D.. - : University of Massachusetts Amherst, 2002 BASE Show details 6 Performance on semantic language tasks by Spanish-English bilingual children with varying levels of language proficiency Kester, Ellen Stubbe. - 2002 Abstract: text ; This study explores a functionalist approach to language acquisition by examining the performance of bilingual children with varying levels of proficiency in English and Spanish on a test of semantic language skills with six different tasks. Overall test performance was similar across language groups and for bilinguals in their two languages but differences were seen in performance on the individual semantic language tasks. Specifically, the bilingual children demonstrated better performance on the Linguistic Concepts task in English and on the Functions task in Spanish, and the bilingual children performed better on the Categorization task than predominantly Spanish speaking children. Finally, different developmental trajectories were seen in the different language proficiency groups. These findings would be predicted by input given socialization practices and structural differences in the two languages. ; Communication Sciences and Disorders Keyword: English language--Acquisition; Language acquisition; Spanish language--Acquisition URL: http://hdl.handle.net/2152/694 BASE Hide details

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