Language Learning in Four Bilingual Children with Down Syndrome: A Detailed Analysis of Vocabulary and Morphosyntax

Bilingualism in children with Down syndrome (DS) is an under-studied topic. Some professionals counsel families to restrict input to a single language for children with DS because there are delays present even when only one language is being learned. The purpose of the current study was to provide more information about the ability of children with DS to learn two languages. Such evidence is important for guiding clinical decisions. The morphosyntactic and vocabulary skills in English and French of four bilingual children with DS were analyzed and compared individually to that of a typically developing bilingual child and a monolingual child with DS. The children in each triad were matched on nonverbal mental age and exposure to a second language. While language delays were evidenced in both languages for the bilingual children with DS, no consistent effect of bilingualism was seen. All four bilingual children with DS were developing functional second language skills. Current input accounted for much of the variability in English versus French language skills. These findings provide families and professionals with information that will assist them in making appropriate decisions for children with DS.