Language impaired children's performance in an additive bilingual education program

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52 Scopus citations


Cognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.

Original languageEnglish (US)
Pages (from-to)45-60
Number of pages16
JournalApplied Psycholinguistics
Issue number1
StatePublished - Mar 1982
Externally publishedYes

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Language and Linguistics
  • Linguistics and Language
  • Psychology(all)


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