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This manuscript explores the role of embodied views of language comprehension and production in bilingualism and specific language impairment. Reconceptualizing popular models of bilingual language processing, the embodied theory is

This manuscript explores the role of embodied views of language comprehension and production in bilingualism and specific language impairment. Reconceptualizing popular models of bilingual language processing, the embodied theory is first extended to this area. Issues such as semantic grounding in a second language and potential differences between early and late acquisition of a second language are discussed. Predictions are made about how this theory informs novel ways of thinking about teaching a second language.

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    Contributors
    Date Created
    • 2016-08-17
    Resource Type
  • Text
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    Identifier
    • Digital object identifier: 10.3389/fpsyg.2016.01209
    • Identifier Type
      International standard serial number
      Identifier Value
      1664-1078

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    Adams, A. M. (2016). How Language Is Embodied in Bilinguals and Children with Specific Language Impairment. Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.01209

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