Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática / Bilingualism and language in children with autistic spectrum disorder: a systematic review

Introducción La comunicación y el lenguaje de las personas con trastorno del espectro autista (TEA) son algunos de los aspectos que más frecuentemente se ven alterados en este trastorno del neurodesarrollo. Cuando un niño que recibe el diagnóstico de TEA vive en un entorno bilingüe, los padres con frecuencia manifiestan su preocupación sobre si sus hijos deberían aprender dos idiomas simultáneamente y acuden a especialistas para ser aconsejados al respecto. A pesar de que no exista evidencia de sus efectos negativos, algunos profesionales se han mostrado en desacuerdo. Este trabajo pretende conocer si el bilingüismo afecta al lenguaje de niños con TEA. Desarrollo Se ha realizado una revisión de la literatura científica publicada en cuatro bases de datos y siguiendo una serie de criterios se han seleccionado 12 artículos publicados en revistas científicas. Participaron 328 niños diagnosticados con TEA (169 bilingües y 159 monolingües) con edades entre los 3 y 12 años, evaluados con diferentes pruebas de lenguaje receptivo y expresivo que abarcan áreas diversas. La evaluación se realizó de modo directo a los niños, aunque también se evaluaron indirectamente a los padres en algunos trabajos. Conclusiones Se ha comprobado en esta revisión que existe acuerdo sobre que el bilingüismo no supone ninguna dificultad adicional para el desarrollo del lenguaje de niños con TEA a partir de los 3 años. (AU)

Introduction Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. Methods We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. Conclusions There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3. (AU)

Bilingualism and language in children with autistic spectrum disorder: a systematic review.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

Tres indicadores de exposición a la lengua y su efecto en la adquisición del léxico de una lengua minoritaria / Three indicators of language exposure and their effect on the acquisition of vocabulary in a minority language

Este estudio analiza la sensibilidad de los cuestionarios CDI breves para medir el efecto del grado de exposición a la lengua en el tamaño del léxico de niños bilingües en euskera o lengua vasca. Además, compara la capacidad predictiva de tres factores asociados a la cantidad de exposición a la lengua: el input relativo, el perfil lingüístico de los padres y la lengua de comunicación interparental. Los datos de 2.098 niños bilingües (8-49 meses) obtenidos con las versiones breves del CDI vasco (CDI-1vb, CDI-2vb y CDI-3 v) evidenciaron: a) la sensibilidad de los tres instrumentos para medir el efecto del grado de exposición en el léxico expresivo infantil; b) un efecto muy similar de los tres factores analizados, y c) un aumento gradual del tamaño del efecto, con la edad, que evoluciona desde la ausencia de efecto durante el primer año (8 a 15 meses), a un efecto pequeño durante el año siguiente (16-29 meses), para convertirse en grande entre los dos años y medio y los cuatro años (30-49 meses). Los resultados apuntan al perfil lingüístico de los padres y a la lengua de comunicación interparental como indicadores tan apropiados como el input, o incluso más, para medir la cantidad de exposición a la lengua de niños en edad preescolar, por lo que se recomienda la inclusión de estos dos factores en la evaluación del desarrollo léxico temprano bilingüe, muy especialmente, en el caso de lenguas minoritarias.(AU)

The current study analyses short Basque CDI questionnaires’ accuracy to measure the effect of the amount of exposure to the language on bilingual children's vocabulary size. Additionally, it compares the predictive ability of three variables related to the amount of exposure: relative input, language of parental communication and parents’ linguistic profile. Data of 2098 children (8–49 months) obtained with the short versions of the Basque CDI (CDI-1vb, CDI-2vb and CDI-3v) revealed (a) these three instruments’ sensibility to measure the effect of language exposure on children's expressive vocabulary, (b) a very similar effect size for the three variables, and (c) an increase in effect size with age: no effect at the age of 8–15 months, small at 16–29 months and large at the age of 30–49 months. Data suggests that parents’ linguistic profile and language of inter-parental communication are indicators equally suitable of preschool children's exposure to the language, or even more so, than input, and leads the authors to claim the inclusion of those factors in the assessment of young children's lexical development, especially in minority languages.(AU)

Formación bilingüe en niños y niñas sordas a través de la literatura infantil / Initial approaches towards bilingual education in deaf children through children's literature

El presente artículo investigativo evidencia los resultados parciales de la etapa de pilotaje de la propuesta de investigación observación acción en el abordaje fonoaudiológico y pedagógico, en niñas y niños sordos inmersos en un contexto bilingüe, por medio del uso de la literatura infantil acompañada de estrategias/ recursos lingüísticos y cognitivos. A fin de evidenciar el impacto que tiene el trabajo con la literatura infantil en el aprendizaje del español escrito como segunda lengua. Se contó con la participación de diez niños y niñas sordos que cursaban los niveles de prescolar y ciclo uno en una serie de talleres durante quince semanas que involucraban actividades relacionadas con la literatura infantil y los momentos de antes, durante y después de la lectura. Entre los resultados se evidencia fortalecimiento en la adquisición y consolidación de conceptos, pertinencia del uso de clave de color en el procesamiento gramatical, uso de herramientas metacognitivas en los procesos de comprensión lectora. Tras los resultados obtenidos se puede concluir que esta iniciativa permitió la interiorización de manera efectiva la macro estructura de la historia, asociado a la capacidad de evocarla y descrniños el uso de la tabla cognitiva como estrategia relevante para la representación escrita con su correspondiente en LSC, progreso evidente en la precisión en el rastreo en la tabla cognitiva, y una disminución de la latencia de la respuesta tras los tiempos de implementación de las sesiones. Finalmente se destaca como la mediación de la literatura infantil, como eje transversal que favorece desde todas sus dimensiones, la formación del sujeto Sordo bilingüe.

This research article shows the partial results of the piloting stage of the action observation research proposal in the speech therapy and pedagogical approach, in deaf girls and boys immersed in a bilingual context, through the use of children's literature accompanied by strategies/ linguistic and cognitive resources. In order to demonstrate the impact that working with children's literature has on learning written Spanish as a second language. Ten deaf boys and girls attending preschool and cycle one levels participated in a series of workshops for fifteen weeks that involved activities related to children's literature and the moments before, during and after reading. Among the results, there is evidence of strengthening in the acquisition and consolidation of concepts, relevance of the use of color key in grammatical processing, use of metacognitive tools in reading comprehension processes. After the results obtained, it can be concluded that this initiative allowed the effective internalization of the macro structure of the story, associated with the ability to evoke and describe it in L1, the use of the cognitive table as a relevant strategy for written representation with its corresponding in LSC, evident progress in tracking accuracy on the cognitive table, and a decrease in response latency after session implementation times. Finally, it stands out as the mediation of children's literature, as a transversal axis that favors, from all its dimensions, the formation of the bilingual Deaf subject.

Madurez neuropsicológica en niños bilingües y monolingües de zonas urbanas y rurales de la región Arequipa

Introducción: Diversos estudios han planteado que el bilingüismo favorece el desarrollo de las funciones neuropsicológicas, mientras que también se ha demostrado que, en los países de América Latina, los niños que viven en zonas urbanas presentan mayor nivel de desarrollo neuropsicológico que sus pares de zonas rurales. Objetivo: Comparar la madurez neuropsicológica en niños y niñas que viven en zonas rurales y urbanas de Arequipa (Perú), en función del sexo, la zona de residencia y el bilingüismo. Sujetos y métodos: Se evaluó a 140 niños (52.8% varones y 47.2% mujeres) con una edad promedio de 76 meses, 50% monolingües y 50% bilingües, 50% viven en zonas urbanas y 50% en zonas rurales. Se aplicó el Cuestionario de Madurez Neuropsicológica Infantil (CUMANIN) de Portellano et al. (2000). Resultados: El cociente de madurez neuropsicológica se ubica en un nivel medio alto en la muestra general. Las niñas presentan mayor nivel de estructuración espacial y madurez neuropsicológica que los niños. Los niños bilingües tuvieron un mejor rendimiento en lenguaje expresivo en comparación con los monolingües con un tamaño de efecto moderado, y los niños que residen en zonas urbanas tienen puntuaciones mayores en fluidez verbal, lectura y escritura que los de zonas rurales, con diferencias significativas y tamaños del efecto grandes. Conclusiones: La zona de residencia es determinante en el desarrollo neuropsicológico de niños bilingües y monolingües, a favor de los que provienen de zonas urbanas en funciones tales como fluidez verbal, lectura y escritura.

Introduction: Several studies have suggested that bilingualism favors development of neuropsychological functions. In addition, it has also been shown, in Latin American countries, children living in urban areas have a higher level of neuropsychological development than their peers who live in rural areas. Objective: To compare the neuropsychological maturity in boys and girls who live in rural and urban areas of Arequipa (Peru), according to sex, area of residence, and bilingualism. Subjects and methods: 140 children were evaluated (52.8% male and 47.2% female) with an average age of 76 months, 50% monolingual and 50% bilingual, 50% living in urban areas and 50% in rural areas. The Childhood Neuropsychological Maturity Questionnaire (CUMANIN) of Portellano et al. (2000) was used. Results: The neuropsychological maturity quotient is located at a high average level in the general sample. Girls presented a higher level of spatial structuring and neuropsychological maturity than boys. Bilingual children had a better performance in expressive language compared to monolinguals with a moderate effect size. Moreover, children residing in urban areas have higher scores in verbal fluency, reading and writing than those in rural areas, with significant differences and sizes of the big effect. Conclusions: The area of residence is determinant in the neuropsychological development of bilingual and monolingual children, in favor of those who come from urban areas in functions such as verbal fluency, reading and writing.

Languages and Psychotherapy: The Effect of Foreign Language on Fear Extinction / Lenguas y Psicoterapia: El Efecto de la Lengua Extranjera en la Extinción del Miedo

Background: Using a foreign language can influence emotion modulation, but whether different psychotherapy processes would be affected by a foreign language is still unclear. The current study explored the foreign language effect on the extinction of fear. Method: During the conditioning phase, part of the neutral stimuli presented to the participants were associated with a threat, while they performed a countdown task in their native language. In the extinction phase, participants performed the same task either in their native/foreign language and were informed that the threat would no longer appear. We collected self-reports of fear, and pupil dilation and electrodermal activity as physiological measures of arousal. Results: Extinction was successful, indicated by greater self-reported fear and pupil dilation during the threat condition compared to neutral in the conditioning phase, but no significant differences during extinction. Although the foreign language group presented higher arousal, fear extinction occurred regardless of the linguistic context. Conclusions: Fear extinction via verbal instructions is equally effective in a foreign and a native language context. These results indicate that evidence should be continue to be gathered on the role of foreign languages using basic paradigms with clinical applications.(AU)

Antecedentes: Usar un idioma extranjero puede influir la modulación de las emociones, pero no está claro si su uso podría influir diferentes procesos psicoterapéuticos. Este estudio explora el efecto de la lengua extranjera en la extinción del miedo. Método: Durante el condicionamiento, parte de los estímulos presentados se asociaron a amenaza, mientras los participantes realizaban una tarea de cuenta regresiva en un contexto de lengua nativa. En la fase de extinción, se realizó la misma tarea en su lengua nativa/extranjera, y se informó de que ya no habría amenaza. Se recogieron autoinformes de miedo, así como dilatación de pupila y actividad electrodérmica como medidas fisiológicas de excitación. Resultados: La extinción fue satisfactoria, como muestran una mayor dilatación pupilar y los autoinformes de miedo al comparar las condiciones de amenaza y neutral en la fase de condicionamiento, y no encontrar diferencias significativas durante la extinción. Aunque el grupo de lengua extranjera presentó una mayor excitación, la extinción del miedo ocurre independientemente del contexto lingüístico. Conclusiones: La extinción del miedo mediante instrucciones verbales es igualmente eficaz en contexto de lengua extranjera y nativa. Estos resultados invitan a seguir reuniendo pruebas sobre el papel de las lenguas extranjeras mediante paradigmas con aplicaciones clínicas.(AU)

Use of hearing devices and fluency in Brazilian Sign Language and oral language in deaf students / Uso de dispositivos auxiliares da audição e fluência na Libras e na língua oral de estudantes surdos

ABSTRACT Purpose: to assess the relationship between deaf students' fluency in Brazilian Sign Language (BSL) and oral language and hearing aid use. Method: the sample comprised 112 professional BSL translators, interpreters, and instructors. They answered a questionnaire on hearing characteristics and BSL and oral language fluency of students accompanied by them, who attended municipal schools in a Brazilian city. Association analysis between oral language fluency, BSL fluency, the degree of hearing loss, and device use was made with the chi-square test or Fisher's Exact test. The significance level was set at p<0.05. Results: the professionals' responses referred to 88% (n = 126) of all deaf students enrolled in municipal schools. The students' mean age was 13 years; 72 (57%) were males, 98 (78%) had severe or profound hearing loss, 57 (45%) used electronic hearing devices, 83 (66%) were fluent only in BSL, 12 (10%) were fluent only in oral language, and 18 (14%) were fluent in both BSL and oral language. Hearing device use was statistically associated with oral fluency (p < 0.001). Of all students fluent in oral language (n = 30), 18 (60%) were also fluent in BSL (p < 0.001). Conclusion: BSL was the communication modality most used by students, including those who also used oral language and electronic hearing devices. This may indicate a change in the social perception of deaf people, their language, and their culture.

RESUMO Objetivo: avaliar a relação entre fluência na Libras, fluência na língua oral e o uso de dispositivos auxiliares para audição de estudantes surdos. Métodos: participaram 112 profissionais tradutores, intérpretes ou instrutores de Libras que informaram as características auditivas, fluência na Libras e língua oral dos estudantes acompanhados por eles, matriculados na rede municipal de uma cidade brasileira. A análise da associação entre fluência na Libras, fluência na língua oral, grau da perda auditiva e uso de dispositivo foi realizada por meio do teste qui-quadrado ou teste exato de Fisher, consideraram-se significantes valores de p<0,05. Resultados: as respostas dos profissionais referiram-se a 88% (n=126) do total de estudantes surdos matriculados na rede municipal. A média de idade dos estudantes foi de 13 anos, sendo 72 (57%) meninos, 98 (78%) com perda auditiva severa ou profunda, 57 (45%) usuários de dispositivos eletrônicos auxiliares para audição, 83 (66%) fluentes somente na Libras, 12 (10%) fluentes apenas na língua oral e 18 (14%) fluentes na Libras e língua oral. Estudantes que utilizavam dispositivo auxiliar para audição apresentaram melhor fluência oral (p<0,001). Dos estudantes que apresentavam fluência oral (n=30), 18 (60%) eram fluentes em Libras (p<0,001). Conclusão: a Libras foi a modalidade comunicativa utilizada majoritariamente pelos estudantes surdos, mesmo por aqueles que utilizavam também a língua oral e dispositivos eletrônicos, o que pode indicar mudança de percepção social em relação ao surdo, à sua língua e cultura.

Diferencias en tareas de función ejecutiva entre adolescentes y adultos mayores bilingües y monolingües / Differences in Executive Function between Bilingual and Monolingual Teenagers and Older Adults

Resumen Nos propusimos comparar el rendimiento en tareas de función ejecutiva entre adolescentes y adultos mayores bilingües y monolingües. Utilizamos un diseño comparativo transversal. Evaluamos a 48 personas monolingües (24 adolescentes y 24 adultos mayores) y 56 bilingües (31 adolescentes y 25 adultos mayores) con una amplia batería neuropsicológica que comprendían tareas de flexibilidad cognitiva (Wisconsin Card Sorting Test), control inhibitorio (test de Stroop), memoria de trabajo (subescalas de Retención de dígitos, Secuencia de números y letras: test Wechsler de inteligencia) y acceso a la memoria a largo plazo (fluidez semántica y fonológica). Nuestros resultados indican que los adolescentes y adultos mayores monolingües rinden mejor en las pruebas de control ejecutivo que sus pares bilingües, siendo estas diferencias menores en los adultos mayores y no parecen asociarse a la edad y a la frecuencia de uso de L1 (castellano) y L2 (quechua). Estos resultados muestran que durante la adolescencia hay una desventaja a nivel ejecutivo en las personas bilingües, la cual parece disminuir en la adultez. Se discuten los resultados a la luz del peso de los factores socioculturales y a la posibilidad de entender al bilingüismo como un mecanismo ligado a la reserva cognitiva.

Abstract Our purpose was to compare performance in executive function tasks between bilingual and monolingual adolescents and older adults. A cross-sectional design was used. We evaluated 48 monolinguals (24 adolescents and 24 older adults) and 56 bilinguals (31 adolescents and 25 older adults) with a wide neuropsychological battery that included tasks of cognitive flexibility (Wisconsin card sorting test), inhibitory control (Stroop test), working memory (direct and inverse digits) and access to long-term memory (semantic and phonological fluency). Our results indicate that monolingual adolescents and older adults perform better in executive control tests than their bilingual counterparts, and these differences are minor in bilingual older adults, these differences do not seem to be associated with age and the frequency of use of L1 (Spanish) and L2 (Quechua). These results seem to show that during adolescence there is a cognitive disadvantage in executive function, which is reduced when people get older. The results are discussed considering sociocultural factors and the possibility of understanding bilingualism as a mechanism linked to cognitive reserve.

Bilingualism and language in children with autistic spectrum disorder: a systematic review. / Bilingüismo y lenguaje en niños con trastorno del espectro autista: una revisión sistemática.

INTRODUCTION: Communication and language skills are among the most severely affected domains in individuals with autistic spectrum disorder (ASD). When a child diagnosed with ASD lives in a bilingual environment, the parents often express concerns about whether their child should learn both languages simultaneously, turning to specialists for advice. Despite the lack of evidence of any negative effect, some professionals disagree on this subject. In this systematic review we study whether bilingualism affects language development in children with ASD. METHODS: We reviewed the literature published in 4 different databases. After applying a series of selection criteria, we selected 12 scientific articles, including a total of 328 children diagnosed with ASD (169 bilingual and 159 monolingual), with ages ranging from 3 to 12 years. These patients were evaluated with different receptive and expressive language assessment instruments covering several areas. The assessments were performed directly on the children, although indirect assessment of parents was also performed in some studies. CONCLUSIONS: There seems to be consensus regarding the assertion that bilingualism does not entail any additional difficulty for language development in children with ASD from the age of 3.

Análise de Publicações Relacionando Altas Habilidades/ Superdotação, Criatividade e Bilinguismo nas Bases de Dados Scielo, Scopus e Web of Science / Analysis of Publications Relating Giftedness, Creativity and Bilingualism in the Scielo, Scopus and Web of Science Databases

RESUMO: Neste artigo, propôs-se a realizar uma busca em uma base de dados nacional (SciELO) e em duas internacionais (Scopus e Web of Science) a fim de investigar possíveis conexões entre os temas altas habilidades/superdotação (AH/SD), criatividade e bilinguismo, uma vez que o interesse pelos três unitermos vêm crescendo. Na verificação realizada em 2020, a partir de diferentes combinações desses unitermos, tanto em Língua Portuguesa como Inglesa, nenhum trabalho que relacionava os três tópicos foi encontrado, mas obtiveram-se dez artigos que abordavam a conexão entre dois deles. A conexão entre AH/SD e bilinguismo foi a temática mais recorrente, com seis estudos. A maior parte desses achados investigou a forma de avaliar e trabalhar com alunos com AH/SD bilíngues inseridos em diferentes realidades, havendo a crítica dos autores às avaliações e aos testes padronizados que não se preocupavam em englobar diferenças culturais e linguísticas nesses instrumentos. Os quatro outros artigos abordaram criatividade e bilinguismo, tendo como foco a comparação de diferentes medidas de criatividade entre crianças bilíngues e monolíngues. Por meio dos dados obtidos nos textos, houve ganho mais significativo em diferentes medidas de criatividade às crianças bilíngues. A partir da análise dos achados, verificou-se a pouca produção relacionando as temáticas apresentadas, mesmo limitando-se a busca à conexão de apenas dois dos unitermos citados. Assim, sugerem-se novos estudos em ambientes bilíngues com foco em estudantes público-alvo da Educação Especial, especificamente aqueles com AH/SD. Recomenda-se, também, o desenvolvimento da criatividade nesse contexto e a divulgação de mais pesquisas empíricas para que novos trabalhos possam ser replicados.

ABSTRACT: In this article, it was proposed to conduct a search in a national database (SciELO) and in two international ones (Scopus and Web of Science), in order to investigate possible connections between the themes giftedness, creativity and bilingualism, as interest in the three terms has been growing. In the verification carried out in 2020 with different combinations of these uniterms, written in Portuguese and English, no work related to the three topics was found, but ten articles addressing the connection between two of the topics were obtained. The connection between giftedness and bilingualism was the most recurrent theme, with six studies. Most of them investigated how to evaluate and work with gifted bilingual students inserted in different realities with the authors' criticism of the standardized evaluations and tests that were not concerned with encompassing cultural and linguistic differences in these instruments. The four other articles addressed creativity and bilingualism and were focused on comparing different measures of creativity of bilingual and monolingual children. Through the data obtained in the texts, there was a more significant gain in different measures of creativity for bilingual children. From the analysis of the findings, there was little production related to the themes presented, even though the search was limited to the connection of only two of the aforementioned uniterms. Thus, new studies are suggested in bilingual environments with a focus on target students of Special Education, specifically those with giftedness. It is also recommended the development of creativity in this context and the dissemination of more empirical research so that new works can be replicated.

Bilinguismo e Nomeação Automática Rápida: efeitos da alternância de línguas sobre o acesso lexical e a velocidade de leitura / Bilingualism and Rapid Automatized Naming: effects of language switching on lexical access and reading speed

RESUMO Objetivo Verificar se o bilinguismo, na condição de alternância de línguas, associa-se à maior ou menor velocidade e precisão na nomeação rápida de objetos e se essa condição se relaciona com a velocidade de leitura de texto. Método Analisou-se o desempenho de 50 crianças bilíngues sequenciais brasileiras, cuja língua materna era o Português Brasileiro, expostas ao Inglês diariamente no ambiente escolar. O grupo monolíngue, composto por 47 crianças, foi agrupado de acordo com a faixa etária. Foram analisados desempenhos em tarefa de Nomeação Automática Rápida (RAN) e velocidade (palavras lidas por minuto) em prova de leitura oral de texto. Resultados Os resultados revelaram que a alternância de línguas se associou ao desempenho dos escolares bilíngues na prova de Nomeação Rápida no que diz respeito à velocidade e à precisão. Em condição de alternância de línguas, os escolares bilíngues despenderam mais tempo para nomear e cometeram mais erros. Somente se observou correlação entre o desempenho dos escolares bilíngues na prova de nomeação rápida em L2 e a taxa de leitura em L1. Conclusão Escolares brasileiros bilíngues apresentaram pior desempenho em tarefa de nomeação rápida na situação de alternância de línguas quando comparados a escolares monolíngues, com maior número de erros, especialmente hesitações.

ABSTRACT Purpose To assess whether bilingualism, on a language switching experiment, is associated with higher or lower accuracy and speed of the rapid automatized naming of objects and investigate the influence of language switching on reading speed. Methods The performance of 50 Brazilian bilingual children in the Rapid Automatized Naming Task, whose L1 was Brazilian Portuguese and who were exposed to English daily at school, was assessed. Forty-seven monolingual (Brazilian Portuguese) children were grouped according to age. Results Language switching interfered with the performance of the bilingual children in the Rapid Automatized Naming Task in terms of speed and accuracy. No correlations were found between the performance in the RAN task and Reading Speed. Conclusion Brazilian bilingual students showed poor performance in the rapid naming task on the switch trial when compared to monolingual students, showing higher rates of mistakes, especially hesitations. Only the performance of bilingual students in the rapid naming task in L2 correlated with L1 reading speed.

Adquisición y Recuerdo de Palabras Emocionales en Población Monolingüe y Bilingüe / Acquisition and Retrieval of Emotional Words in Monolingual and Bilingual Populations

Resumen La memoria emocional alude al efecto que poseen las emociones sobre la formación de recuerdos. En personas que utilizan un segundo idioma, este efecto presenta resultados controversiales. El objetivo de este trabajo fue indagar sobre la relación entre memoria y emoción en sujetos monolingües (ML) y bilingües (BL) español-inglés, a través de una tarea de valoración emocional y de dos tareas de memoria. Participaron 49 sujetos, quienes codificaron una lista de palabras en español (ML y BL) o en inglés (BL) indicando valencia y arousal para cada una. Inmediatamente y siete días después, se evaluaron recuerdo libre y reconocimiento. Para aquellos sujetos que codificaron los estímulos en español (ML y BL) las palabras fueron calificadas con una mayor carga emocional que para aquellos participantes que las codificaron en inglés (BL). Además, el grupo ml presentó mayor cantidad de intrusiones que ambos grupos BL. Existirían factores particulares en el procesamiento de la información emocional que modularían el recuerdo emocional en BL y ML.

Abstract The term emotional memory refers to the particular effect where emotions influence memory formation. This effect is controversial for people who use a second language. This study aims to explore the relationship between memory and emotion on Spanish-English bilingual (BL) and monolingual (ML) adults through an emotional rating task and two memory tasks. The 49 participants (15 ML and 34 BL) encoded a wordlist in either Spanish (ML and BL) or English (BL) while reporting the valence and arousal ratings for each word. All groups took a free recall and recognition task for the list immediately and seven days after encoding. For those subjects who encoded the stimuli in Spanish (ML and BL), the words had a higher emotional load than the ones encoded them in English (BL). Furthermore, the ML-group presented more intrusions than both BL-groups. Particular forms of information processing could modulate memory retrieval on emotional memory for bilinguals and monolinguals.

Pomerisch Oder Portugiesisch Sprache? Compreensão Comunicativa em Crianças Pomeranas Bilingues com Transtorno do Espectro Autista2 / Pomerisch Oder Portugiesisch Sprache?Communicative Comprehension in Bilingual Pomeranian Children with Autistic Spectrum Disorder2

RESUMO: Trata-se de um estudo realizado com crianças pomeranas diagnosticadas com Transtorno do Espectro Autista (TEA) residentes na cidade de Santa Maria de Jetibá, Espírito Santo, conhecida como a cidade mais pomerana do Brasil, onde grande parte da população apresenta característica de bilinguismo simultâneo - pomerano-português, o que tem ocasionado alguns desafios no contexto educacional. Assim sendo, o objetivo desta pesquisa foi de descrever comportamentos indicadores de comunicação, a partir de interações estruturadas em Língua Pomerana e Língua Portuguesa, possibilitando a identificação das diferenças nas interações observadas em L1 - Língua Portuguesa e L2 - Língua Pomerana. Para atingir os objetivos propostos, foram selecionadas três crianças do sexo masculino, sendo duas com 9 anos de idade e uma com 10 anos de idade, bilingues pomerano-português, diagnosticadas com TEA há pelo menos um ano antes desta pesquisa e acompanhadas por profissionais de saúde e educação inclusiva. Esta pesquisa adota uma metodologia descritiva, do tipo estudo de caso múltiplo, cujo método de análise de dados adotado foi de caráter qualitativo, a fim de compreender as variáveis subjetivas envolvidas no processo de comunicação e interação de cada caso. Os procedimentos de coleta de dados incluíram a apresentação de Pranchas de História Continuada, que tiveram como objetivo servir de estímulo visual para que a criança pudesse elaborar uma história. Os resultados indicam que, nas interações realizadas em Língua Pomerana, os sorrisos, as gesticulações, o compartilhamento da atenção e as demonstrações afetivas eram mais frequentes se comparados às interações realizadas em Língua Portuguesa, o que indica que a criança apresenta mais comportamentos não verbais nas interações realizadas em língua materna. Esse dado indica, por conseguinte, que as interações na língua materna (Pomerano), atuam no fortalecimento das habilidades de Atenção Compartilhada, competência central para que as interações sociais aconteçam.

ABSTRACT: This is a study carried out with Pomeranian children diagnosed with Autistic Spectrum Disorder (ASD) living in the city of Santa Maria de Jetibá, in the state of Espírito Santo, Brazil, known as the most Pomeranian city in Brazil, where a large part of the population presents the characteristic of simultaneous bilingualism - Portuguese-Pomeranian, which has caused some challenges in the educational context. Therefore, the objective of this research was to describe behaviors that are communication indicators, based on structured interactions in Pomeranian and Portuguese Language, enabling the identification of differences in the interactions observed in L1 - Portuguese Language and L2 - Pomeranian Language. To reach the proposed goals, three male children were selected, two 9 year olds and one 10 year old, Pomeranian-Portuguese bilinguals, diagnosed with ASD at least a year before this research and accompanied by health professionals and inclusive education. This research adopts a descriptive methodology, of multiple case study type, whose data analysis method adopted was of a qualitative character, in order to comprehend the variable subjects involved in the process of communication and interaction of each case. The procedure of data collection included the presentation of Continued Storyboards), that had as the purpose to suit as visual stimulus for the child to elaborate a story. The results indicate that in the interactions performed in the Pomeranian language, the smiles, gestures, attention sharing and demonstrations of feelings were more frequent when compared to the interactions performed in the Portuguese language, which indicates that the child presents more non-verbal behavior in interactions performed in his mother tongue. Therefore, this data points to that mother tongue interactions (Pomeranian) may act in the fortification of Attention Shared abilities, a central competence for social interactions to happen.

Bilingualism in the development of phonological awareness skills: an integrative literature review / O bilinguismo no desenvolvimento das habilidades de consciência fonológica: revisão integrativa da literatura

ABSTRACT Purpose: to verify the influence of bilingualism on the development of phonological awareness. Methods: this is an integrative literature review, built on the hypothesis of the relationship between bilingualism and its influence on the development of phonological skills in children. The construction was carried out in the databases: CAPES, Pubmed, Scielo, Eric, and LILACS, using the following free terms in Portuguese and English: bilingualism AND phonology, bilingualism AND phonological awareness and bilingualism AND phonological skills. The sample selection criteria were: a) scientific papers published in national and international journals with full text, free and available in the database; b) in English and Portuguese; c) that addressed the theme in the last five years. For the selection of the papers, reading the title, followed by the summary, and finally, reading the papers potentially relevant for review were considered. Results: following the eligibility criteria, 2,578 papers were identified. Of these, 87 were selected for complete analysis. The final sample consisted of eight papers, two of them being written by Brazilian authors. Of these, five showed better phonological awareness skills in bilinguals and two in monolinguals. Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development. Bilinguals, early exposed to this skill, develop reading by phonology and those with late exposition, by semantics. Conclusion: the present study demonstrated that there are still controversies regarding the impacts of bilingualism on phonological awareness, including on the benefits of phonological awareness.

RESUMO Objetivo: verificar a influência do bilinguismo no desenvolvimento da Consciência Fonológica. Métodos: trata-se de uma revisão de literatura integrativa, construída a partir da hipótese de questionamento sobre a relação entre o bilinguismo e sua influência no desenvolvimento das habilidades fonológicas em crianças. A construção foi realizada nas bases de dados: Periódico CAPES, Pubmed, Scielo, Eric e LILACS, utilizando os seguintes termos livres em português e inglês: bilingualism AND phonology, bilingualism AND phonological awareness e bilingualism AND phonological skills. Os critérios de elegibilidade foram: a) artigos publicados em periódicos nacionais e internacionais com texto completo, gratuito e disponível na base de dados; b) em inglês e português; c) que abordassem a temática nos últimos cinco anos. Para a seleção dos artigos foram considerados a leitura pelo título, seguida do resumo e finalmente, a leitura dos artigos completos, potencialmente relevantes para a revisão. Resultados: seguindo os critérios de elegibilidade foram identificados 2.578 artigos. Destes, 87 foram selecionados para a leitura completa. A amostra final foi composta por 8 artigos, sendo 2 artigos de autores brasileiros. Destes, cinco artigos apresentaram melhor habilidade de consciência fonológica nos bilíngues e dois nos monolíngues. Estudos apontam que a idade pode ser um preditor de domínio da língua e de melhores habilidades de consciência fonológica associada ao bom desenvolvimento da leitura. Bilíngues expostos precocemente desenvolvem a leitura pela fonologia e os expostos tardiamente pela semântica. Conclusão: o presente estudo demonstrou que ainda há controvérsias quanto aos impactos do bilinguismo na consciência fonológica, inclusive sobre os benefícios na consciência fonológica.

Dislexia y bilingüismo: estudios de caso en población infantil / Dyslexia and bilingualism: Case reports in children

Resumen El objetivo central del estudio fue identificar la presencia o ausencia de la dislexia (como síntoma) por un bilingüismo de tipo sustractivo en dos niños varones con edades de 8 y 9 años provenientes de un contexto educativo bilingüe por medio de estudios de caso no experimentales, de carácter descriptivo y transversal, utilizando como evaluación para la detección de la dislexia como síntoma, subpruebas de la Evaluación Neuropsicológica Infantil (ENI-2). Los hallazgos indican que la relación entre el bilingüismo y la dislexia es interdependiente, es decir, se presentan síntomas asociados a la dislexia en presencia de una formación bilingüe intensiva en la lengua secundaria o L2 (inglés), lo cual tiene un efecto contraproducente en la lengua nativa o L1 (español), debido a que se sustituyó la enseñanza específica de L1 por la de una L2.

Abstract The main purpose of this study was to identify the presence or absence of dyslexia (as a symptom) by subtractive bilingualism in two children ages 8 and 9 years coming from a bilingual educational context. The findings indicate a relationship of interdependence between this type of bilingualism and dyslexia, i.e., there are symptoms associated with dyslexia in the presence of an intensive bilingual education in the secondary language or L2 (English), generating a counterproductive effect in the native language or L1 (Spanish), due to the specific teaching of L1 substituted by L2.

Evaluación del nivel de inglés en los programas de enfermería en Colombia: 2011-2016 / Evaluation of the English level in Colombian nursing programs: 2011-2016

Objetivo: evaluar si se cumplió la meta del Gobierno de Colombia para el 2014 de que el 20 % de los graduandos de programas de enfermería de las instituciones colombianas de educación superior se clasifiquen en nivel intermedio o superior en inglés. Metodología: se emplearon los resultados del módulo de inglés de la base de datos de las pruebas Saber Pro del Instituto Colombiano para la Evaluación de la Educación (2011-2016). Los niveles de calificación de este módulo son adaptados del Marco Común Europeo de Referencia. Para inferir respecto al logro de la meta de la política se realizaron pruebas de proporciones paramétricas y no paramétricas. Adicionalmente, se hicieron ajustes sobre el valor p. Resultados: ningún programa cumplió estadísticamente con la meta. Sin embargo, cuando solo se realizó la prueba de comparación de proporciones paramétrica y no paramétrica (sin corrección por hacer múltiples comparaciones), el programa de la Universidad del Valle, sede Cali, sí la cumplió. Conclusión: la meta propuesta por el Programa de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras para el 2014 no se cumplió en el caso de los estudiantes de enfermería evaluados; solo el 2,36 % alcanzó el nivel B+ ese año. Además, se encuentran rezagados respecto a los programas de medicina, economía y administración de empresas

Objective: To determine if universities' nursing programs reached the goal established in 2014 by the Colombian government of having 20% of higher education graduates reaching an intermediate or superior level in English. Methods: The research used a descriptive and statistical approach (parametric and non-parametric tests) using the data of nursing students in Higher Education Institutions who took Saber Pro test (2011 -2016). The grades of this module are adapted to the Common European Framework of Reference for Languages. In order to make inferences in respect to the achievement of the government's goal, parametric and non-parametric proportionality tests were carried out. Additionally, adjustments were made to the p-value to avoid the bias that results from generating a joint conclusion from joining results of an individual test. Results: No nursery program met the statis-tical goal. However, Universidad del Valle's nursing program met the goal if only the parametric and non-parametric proportion comparison tests (without correction for multiple comparisons) are considered. Conclusion: Overall, the goal of the Program for the Strengthening of the Development of Competency in Foreign Languages by 2014 was not met by nursing students: just 2.36% of them achieved an intermediate or higher level of English in 2014. In addition, nursing students fall behind student in medicine, economics and business administration programs

Moduladores de la ventaja del bilingüismo en la inhibición, atención y tareas de cambio / Modulating Factors of the Bilingual Advantage in Inhibition, Attention and Task Switching / Moduladores da vantagem bilíngue na inibição, atenção m tarefas de mudança

Resumen Objetivo. Revisar la literatura para identificar si existen diferencias en el desempeño ejecutivo de la atención, inhibición y tareas de cambio entre personas bilingües y monolingües. Método. Se realizó una búsqueda bibliográfica utilizando las palabras clave: bilingüismo, funciones ejecutivas y atención; 36 artículos cumplieron los criterios de inclusión. Estos se dividieron en tres grupos, según la edad de las muestras estudiadas: en niños, adultos jóvenes y adultos mayores. Resultados. Los factores principales que modelaron los resultados comportamentales fueron la edad de adquisición y el contexto de uso del segundo idioma. Además, se encontraron diferentes perfiles de desempeño en las tareas de funciones ejecutivas, según el grupo etario. Conclusión. Los mejores desempeños ejecutivos se observaron en aquellas personas bilingües que adquirieron su segundo idioma en contextos naturales, de uso frecuente para el hablante y a edades tempranas. Estos aportes son importantes para el ámbito escolar y de salud.

Abstract Objective. Review the scientific literature to examine the differences on behavioral results in executive-function assessments for bilingual and monolingual. Method. It began with a bibliographic search using bilingualism and executive functions and/or attention as keywords; 36 papers fulfilled the inclusion criteria. These results were divided according to the age group studied: children, young adults and older adults. Results. The main factors that contributed to the behavioral results on bilingual populations were the age of acquisition and the context of use of the second language. Different patters emerged for the three age groups. Conclusion. Better executive performance was linked to the speaker's natural and useful context of acquisition, and earlier start. Although it presents itself as a methodological problem, the study of bilingualism is important for both school and health-related programs.

Resumo Escopo. Revisar a literatura para identificar às diferencias no desempenho executivo das tarefas de atenção, inibição e mudança entre populações de bilíngues e monolíngues. Metodologia. Foi feita uma procura bibliográfica usando as palavras chave: bilinguismo, funções executivas e/ou atenção; 36 artigos cumpriram os critérios de inclusão. Estes estivam divididos em três grupos, segundo a idade das amostras estudadas, em crianças, adultos jovens e adultos maiores. Resultados. Os fatores principais que modelaram os resultados comportamentais foram a idade de aquisição e o contexto de uso do segundo idioma. Além, foram achados diferentes perfis de desempenho nas tarefas de funções executivas, segundo o grupo etário. Conclusão. Os melhores desempenhos executivos foram observados em aquelas pessoas bilíngues que adquiriram seu segundo idioma em contextos naturais, de uso frequente para o falante, e em idades precoces. Estes aportes são importantes para o âmbito escolar e de saúde.

Bilinguismo e reconhecimento de fala no silêncio e no ruído em adultos / Bilingualism and speech recognition in silence and noise in adults

RESUMOObjetivo: Comparar a habilidade de reconhecimento de sentenças no silêncio e no ruído em indivíduos normo-ouvintes monolíngues, falantes do português brasileiro e, bilíngues, falantes do português brasileiro e do alemão, e do português brasileiro e italiano, bem como analisar a influência do período de aquisição da segunda língua no desempenho dos bilíngues. Método Participaram da pesquisa 87 indivíduos entre a faixa etária de 18 e 55 anos de idade, normo-ouvintes, os quais foram distribuídos em: grupo controle, composto de 30 monolíngues falantes do português brasileiro; grupo estudo alemão, 31 bilíngues simultâneos falantes do português e do alemão como segunda língua; grupo estudo italiano, formado por 26 bilíngues sucessivos, falantes do português e do italiano como segunda língua. Por meio do teste Listas de Sentenças em Português Brasileiro, foram obtidos seus Limiares de Reconhecimento de Sentenças no Silêncio e no Ruído. Resultados No silêncio, não houve diferenças estatisticamente significantes de desempenho tanto quando comparados os indivíduos bilíngues e monolíngues como quando comparados os grupos bilíngues. Por sua vez, no ruído, verificou-se diferença significante entre os grupos bilíngues, em relação ao monolíngue. Entretanto, quando comparado o desempenho dos grupos bilíngues, não se observou diferença significante entre eles. Conclusão O bilinguismo influenciou positivamente o desenvolvimento de habilidades auditivas, que repercutiram em desempenhos superiores dos bilíngues no reconhecimento de fala na presença de ruído, e o período de aquisição da segunda língua não influenciou o desempenho dos bilíngues.

ABSTRACT Purpose To compare the ability to recognize sentences in silence and in noise in monolingual normal-hearing Brazilian Portuguese speakers, and bilingual speakers of Brazilian Portuguese and German, and bilingual speakers of Brazilian Portuguese and Italian, as well as to analyze the influence of age of second language acquisition on the performance of bilinguals. Methods 87 normal-hearing individuals aged between 18 and 55 years participated of this research. They were categorized into: Control Group, composed by 30 monolingual Brazilian Portuguese speakers; German Research Group, 31 simultaneous bilingual native speakers of Portuguese and speakers of German as a second language and; Italian Research Group, consisting of 26 successive bilinguals, native speakers of Portuguese and speakers of Italian as a second language. The Sentence List Test in Brazilian Portuguese was used to measure their Sentence Recognition Thresholds in Silence and Noise. Results In silence, there were no statistically significant differences in performance when comparing the bilingual to the monolingual individuals, and when comparing the bilingual speakers among themselves. On the other hand, in noise, there was a significant difference between the bilingual groups and the monolingual one. However, there were no significant differences between the bilingual groups when their performance was compared. Conclusion Bilingualism positively influenced the development of language and listening skills, which led the bilinguals to outperform in speech recognition in the presence of noise. Also, the period of a second language acquisition did not influence bilingual performance.

Análisis de las competencias en segundo idioma en los programas de psicología colombianos / Analysis of second language competences in Colombian psychology programs

Resumen En este artículo se identificó el dominio del inglés de los futuros egresados de los programas de psicología colombianos. Para tal fin, se analizaron los resultados del componente en inglés del Examen de Estado de Calidad de la Educación Superior (Saber Pro) presentado por los futuros egresados de los programas de psicología de las instituciones de educación superior (IES) entre el 2011 y 2016, en los tres tipos de modalidades que existen: presencial, virtual y a distancia, y teniendo en cuenta si el programa se encontraba o no acreditado. Los resultados muestran que, de los 102 programas, solo 6 cumplieron en el 2014 con la meta establecida por el Gobierno colombiano del 20% de sus egresados en nivel pre-avanzado o superior para ese año. Todos corresponden a la modalidad presencial y de los 30 programas que estaban acreditados en dicho año, solo el 13% cumple con la meta establecida. Además, se discute el cumplimiento de la meta para los demás años. Se discuten los resultados a la luz de las metas establecidas por el Gobierno Nacional respecto al nivel de inglés de los egresados y de las competencias comunicativas establecidas para los psicólogos en el proyecto Tuning, entre otros.

Abstract This study aimed to identify the English proficiency of future graduates of Colombian psychology programs. To this end, we analyze the results of the mandatory English component of the State Examination of Quality of Higher Education (Saber Pro) presented by future graduates of the psychology programs between 2011 and 2016. The document also compares the results by the delivery method (face-to-face, virtual and distance) and national accreditation. The Colombian Government set the exit target that 20% of undergraduates should reach at least pre-advance by 2014. The results show that, of the 102 programs, only 6 met the goal in 2014. All programs that reached the target used a face-to-face delivery method. Results also show that 13% of the accredited 30 programs in that year met the goal. The results are discussed in light of the goals established by the national government regarding the level of graduate English and the communication skills set for the psychologists in the Tuning project, among others.