Lorraine M. Rindahl, Marie A. Stadler*, University of Wisconsin-Eau Claire
Full manuscript: www.kon.org/urc/v10/rindahl.html
Abstract The purpose of this project was to discover differences in the referential communication skills of bilingual and monolingual children. The children participated in two barrier tasks, one in which each child followed verbal directions and one in which they gave verbal directions, each without benefit of visual cues. Differences were found between the two groups of children with the monolingual children outperforming the bilingual children with receiving and giving verbal directions, even though the bilingual children were considered fluent in English.