Emergent verbal behavior in preschool children learning a second language.
We evaluated the emergence of untaught second language skills following directly taught listener and intraverbal responses. Three preschool children were taught first language (English) listener responses (e.g. "Point to the horse" and second language (Welsh) intraverbal responses (e.g. "What is horse in Welsh?" [ceffyl] After intervention, increases in untaught second language tacts (e.g. "What is this in Welsh?" [ceffyl] and listener responses (e.g. "Point to the ceffyl" were observed for all 3 participants.
Journal of applied behavior analysis