Grammaticality of Preschoolers in Narratives: Considering the Influences of Bilingualism and Daycare Participation: A Retrospective and Exploratory Study

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No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Apr 2014Grammaticality of Preschoolers in Narratives: Considering the Influences of Bilingualism and Daycare Participation: A Retrospective and Exploratory Study Maria Resendiz, Rachel Henrich, Celeste Domsch and Elizabeth Belasco Maria Resendiz Department of Communication Disorders, Texas State UniversitySan Marcos, TX Google Scholar More articles by this author , Rachel Henrich Student, Texas State UniversitySan Marcos, TX Bilingual Language Accquisition Bunch LabSan Antonio, TX Google Scholar More articles by this author , Celeste Domsch Department of Communication Disorders, Texas State UniversitySan Marcos, TX Google Scholar More articles by this author and Elizabeth Belasco Department of Communication Disorders, Texas State UniversitySan Marcos, TX Google Scholar More articles by this author https://doi.org/10.1044/cds21.1.22 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Purpose: The current retrospective and exploratory study aimed to identify the role of language experience for monolingual and bilingual preschool age children who did and did not attend daycare on the production of grammatical utterances during a narrative task. Method: Eighty-eight preschool age children (M=4; 10, SD=4 months), a subset of children from a larger study (Resendiz, in preparation), participated in the current study. Parent interviews were completed to obtain background information about each child (Gutierrez-Clellen & Kreiter, 2003). Each child produced narratives using wordless picture books in the language of their choice. Five children produced a narrative in both English and Spanish; for these children we used their higher grammaticality score. Narratives were transcribed and each utterance was coded as grammatical or ungrammatical. Results: There were no significant differences between children who were bilingual and children who were monolingual. There were also no significant differences between children who attended daycare and those who did not. Conclusion: Coming from a bilingual background did not hinder children's performance in the area of grammaticality. 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