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Neuropsychological Acquisitions, Communication, and Language Skills in Bilingual Children With Neurodevelopmental Disorders
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Author(s): Kalliopi Megari (City College, University of York, Greece & University of Western Macedonia,Greece), Kremena Dinkova Genova (New Bulgarian University, Sofia, Bulgaria), Soultana L. Papadopoulou (University of Ioannina, Greece), Efthymia Efthymiou (Zayed University, Dubai, UAE), Maria Sofologi (University of Ioannina, Greece), Maria Theodoratou (Hellenic Open University, Greece), Georgios Α. Kougioumtzis (National and Kapodistrian University of Athens, Greece), Efterpi Pavlidou (University of Ioannina, Greece)and Eugenia I. Toki (University of Ioannina, Greece)
Copyright: 2026
Pages: 30
Source title:
Optimizing Bilingual Development in Typical and Atypical Children: Language Acquisition, Use, and Interventions
Source Author(s)/Editor(s): Dimitra V. Katsarou (University of the Aegean, Greece)and Ifigeneia Dosi (Democritus University of Thrace, Greece)
DOI: 10.4018/979-8-3373-1752-6.ch015
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Abstract
Bilingualism is a multifaceted concept with over fifty percent of the world population speaks at least two languages. Research indicates that maintaining many languages may provide greater cognitive enhancements than other cognitively challenging activities. However, most of this research involved typically-developing children, and not so much those with neurodevelopmental disorders. Therefore, the main objective of this comprehensive literature review is to provide clarity on the neurocognitive characteristics of bilingual children with neurodevelopmental disorders and also to identify the pertinent clinical implications and areas in the literature which require further research. Acquiring, articulating, comprehending, and writing simultaneously in two languages is actually a unique circumstance that necessitates suitable strategies and improvements to assist bilingual children in efficiently integrating and interacting with their monolingual counterparts.
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