scholarly journals Vocabulary production in toddlers from low-income immigrant families: evidence from children exposed to Romanian-Italian and Nigerian English-Italian

2021 ◽  
pp. 1-14
Author(s):  
Chiara BARACHETTI ◽  
Marinella MAJORANO ◽  
Germano ROSSI ◽  
Elena ANTOLINI ◽  
Rosanna ZERBATO ◽  
...  
Keyword(s):  
Low Income ◽  
Heritage Language ◽  
Immigrant Families ◽  
Phonological Similarity ◽  
Bilingual Children ◽  
Low Ses ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Heritage Languages ◽  
The Relationship

Abstract The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same majority language (Italian). Vocabulary size, vocabulary composition and translation equivalents (TEs) were assessed using the Italian/L1 versions of the CDI. Higher vocabulary in Italian than in the heritage language emerged in both groups. Moreover, Romanian-Italian-speaking children produced higher proportions of TEs than Nigerian English-Italian-speaking children, suggesting that L1-L2 phonological similarity facilitates the acquisition of cross-linguistic synonyms.

scholarly journals Impact of Socioeconomic Status and Race on Sepsis Epidemiology and Outcomes

2020 ◽  
Author(s):  
Emi Minejima ◽  
Annie Wong-Beringer
Keyword(s):  
Socioeconomic Status ◽  
Low Income ◽  
Formal Education ◽  
Geographic Location ◽  
The United States ◽  
Risk Scores ◽  
Low Ses ◽  
The Relationship ◽  
Poor Health Literacy ◽  
Hispanic White

Abstract Background Socioeconomic status (SES) is a complex variable that is derived primarily from an individual’s education, income, and occupation and has been found to be inversely related to outcomes of health conditions. Sepsis is the sixth most common admitting diagnosis and one of the most costly conditions for in-hospital spending in the United States. The objective of this review is to report on the relationship between SES and sepsis incidence and associated outcomes. Content Sepsis epidemiology varies when explored by race, education, geographic location, income, and insurance status. Sepsis incidence was significantly increased in individuals of Black race compared with non-Hispanic white race; in persons who have less formal education, who lack insurance, and who have low income; and in certain US regions. People with low SES are likely to have onset of sepsis significantly earlier in life and to have poorly controlled comorbidities compared with those with higher SES. Sepsis mortality and hospital readmission is increased in individuals who lack insurance, who reside in low-income or medically underserved areas, who live far from healthcare, and who lack higher level education; however, a person’s race was not consistently found to increase mortality. Summary Interventions to minimize healthcare disparity for individuals with low SES should target sepsis prevention with increasing measures for preventive care for chronic conditions. Significant barriers described for access to care by people with low SES include cost, transportation, poor health literacy, and lack of a social network. Future studies should include polysocial risk scores that are consistently defined to allow for meaningful comparison across studies.

scholarly journals impact of the socio-economic status on the German receptive noun and verb vocabulary in simultaneous bilingual children with Russian and Turkish as heritage languages

2019 ◽  
Vol 62 ◽  
pp. 76-88
Author(s):  
Maria Antonietta Osso
Keyword(s):  
Heritage Language ◽  
Language Skills ◽  
American English ◽  
Economic Status ◽  
Bilingual Children ◽  
Positive Relation ◽  
Common Pattern ◽  
Heritage Languages ◽  
Socio Economic Status ◽  
Language Groups

A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.  

scholarly journals The Relationship Between Lexical and Phonological Development in French-Speaking Children: A Longitudinal Study

2020 ◽  
Vol 63 (6) ◽  
pp. 1807-1821
Author(s):  
Margaret M. Kehoe ◽  
Tamara Patrucco-Nanchen ◽  
Margaret Friend ◽  
Pascal Zesiger
Keyword(s):  
Word Length ◽  
Low Frequency ◽  
Neighborhood Density ◽  
Phonological Development ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
French Speaking ◽  
Age Range ◽  
The Relationship

Purpose This study examines the influence of lexical and phonological factors on expressive lexicon size in 40 French-speaking children tested longitudinally from 22 to 48 months. The factors include those based on the lexical and phonological properties of words in the children's lexicons (phonetic complexity, word length, neighborhood density [ND], and word frequency [WF]) as well as variables measuring phonological production (percent consonants correct and phonetic inventory size). Specifically, we investigate the relative influence of these factors at individual ages, namely, 22, 29, 36, and 48 months, and which factors measured at 22 and 29 months influence lexicon size at 36 and 48 months. Method Children were selected based on parent-reported vocabulary size. We included children with low, medium, and high vocabulary scores. The children's lexicons were coded in terms of phonetic complexity, word length, ND, and WF, and their phonological production skills were based on measures of percent consonants correct and phonetic inventory size extracted from spontaneous speech samples at 29, 36, and 48 months. In the case of ND and WF, we focused on one- and two-syllable nouns. Results Across the age range, the most important factor that explained variance in lexicon size was the WF of nouns. Children who selected low-frequency nouns had larger vocabularies across all ages (22–48 months). The WF of two-syllable nouns and phonological production measured at 29 months influenced lexicon size at 36 months, whereas the WF (of one- and two-syllable words) influenced lexicon size at 48 months. Conclusions The findings support the role of WF and phonological production in explaining expressive vocabulary development. Children enlarge their vocabularies by adding nouns of increasingly lower frequency. Phonological production plays a role in accounting for vocabulary size up until the age of 36 months. Supplemental Material https://doi.org/10.23641/asha.12291074

scholarly journals Bilingual adjusted vocabulary: A developmentally-informed bilingual vocabulary measure

2020 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Esther Schott ◽  
Krista Byers-Heinlein
Keyword(s):  
Parent Report ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Learning Abilities ◽  
New Approach ◽  
Communicative Development ◽  
Traditional Approaches ◽  
Cross Language

Vocabulary size is one of the most important early metrics of language development. Assessing vocabulary in bilingual children is complex because bilinguals learn words in two languages, which include translation equivalents (cross-language synonyms). We collected expressive vocabulary data from English and French monolinguals (n = 220), and English–French bilinguals (n = 184) aged 18–33 months, via parent report using the MacArthur-Bates Communicative Development Inventories, and quantified bilinguals’ vocabulary size using different approaches to counting translation equivalents. Our results showed that traditional approaches yield larger (word vocabulary) or smaller (concept vocabulary) quantification of bilinguals’ vocabulary knowledge relative to monolinguals. We propose a new metric, the bilingual adjusted vocabulary, that yields similar vocabulary sizes for monolinguals and bilinguals across different ages. Uniquely, this approach counts translation equivalents differently depending on the child’s age. This developmentally-informed bilingual vocabulary measure reveals differences in word learning abilities across ages, and provides a new approach to measure vocabulary in bilingual toddlers.

scholarly journals Parental reports of bilingual toddlers’ first words and grammar of Italian in majority and heritage language contexts

2019 ◽  
Vol 10 ◽  
pp. 126-138
Author(s):  
Francesca La Morgia ◽  
Jo Billington
Keyword(s):  
Heritage Language ◽  
High Variability ◽  
Vocabulary Size ◽  
Complex Sentences ◽  
Bilingual Language Development ◽  
Parental Reports ◽  
The Relationship ◽  
Grammatical Structures ◽  
Shed Light ◽  
First Words

This study presents the results of an investigation into the size and composition of vocabulary and early sentence formation in two groups of young bilingual children, one acquiring Italian as a majority language and the other acquiring it as a heritage language. The results show high variability in the relationship between input and vocabulary size and composition in children between the ages of 24 and 29 months, while this relationship becomes more stable in children between the ages of 30 and 37 months. The results also show that the majority of children have a larger vocabulary and produce more complex sentences in the majority language, input received in each language does not systematically correlate with vocabulary size or with production of complex grammatical structures. The results shed light on some characteristics of early simultaneous bilingual language development. Implications for practice are discussed.

scholarly journals Minorities’ Heritage Language Planning and National Multilingual Capacity Building

2018 ◽  
Vol 8 (4) ◽  
pp. 208
Author(s):  
Li Yan
Keyword(s):  
Capacity Building ◽  
Soft Power ◽  
Heritage Language ◽  
Language Planning ◽  
International Affairs ◽  
Heritage Languages ◽  
Education Planning ◽  
Multilingual Education ◽  
Industry Planning ◽  
The Relationship

As an important part of a nation’s soft power, national multilingual capacity refers to a nation’s ability to use a variety of languages acquired in dealing with domestic and international affairs in the development of a nation. The nation-security-oriented language planning in the post-9/11 America is closely related with the teaching, using and developing of the minorities’ heritage languages, which has to some extent facilitated the America’s national multilingual capacity. Taking National Security Language Initiative proposed by the American federal government as an example, this paper suggests that minorities’ heritage language planning be an endogenous shortcut to build the national multilingual capacity. Furthermore, the relationship between minorities’ heritage language planning and national multilingual capacity building is established by matching the five key parameters in heritage language planning with the five components of national multilingual capacity respectively, i.e., exploring the correlations between languages planning, talent planning, education planning, industry planning, policy planning and national multilingual resources capacity, individual’s multilingual capacity, national multilingual education capacity, national multilingual service capacity and national multilingual management capacity in detail by using an analytical method.

scholarly journals Home Language Activities and Expressive Vocabulary of Toddlers from Low-SES Monolingual Families and Bilingual Immigrant Families

2021 ◽  
Vol 18 (1) ◽  
pp. 296
Author(s):  
Elena Florit ◽  
Chiara Barachetti ◽  
Marinella Majorano ◽  
Manuela Lavelli
Keyword(s):  
Vocabulary Acquisition ◽  
Immigrant Families ◽  
Minority Language ◽  
Home Language ◽  
Low Ses ◽  
Additional Risk Factor ◽  
Expressive Vocabulary ◽  
Additional Risk ◽  
Teacher Reports ◽  
Language Context

Children from low-SES (socioeconomic status) and minority language immigrant families are at risk of vocabulary difficulties due to the less varied and complex language in the home environment. Children are less likely to be involved in home language activities (HLA) in interaction with adults in low-SES than in higher-SES families. However, few studies have investigated the HLA variability among low-SES, minority language bilingual immigrant families. This longitudinal study analyzes the frequency and duration of HLA and their predictive roles for expressive vocabulary acquisition in 70 equivalent low-SES monolingual and bilingual toddlers from minority contexts. HLA and vocabulary were assessed at 24 and 30 months in the majority language (Italian) and in total (majority+minority language) using parent and teacher reports. The frequency and duration of HLA in interaction with adults in total, but not in the majority language, at 24 months were similar for the two groups. These activities uniquely accounted for expressive vocabulary at 30 months, after accounting for total vocabulary at 24 months, in both groups. In conclusion, a minority-majority language context is not an additional risk factor for vocabulary acquisition if HLA is considered in interaction with adults in both languages. HLA are proximal environmental protective factors for vocabulary acquisition.

Sources of individual variation in Estonian toddlers’ expressive vocabulary

2016 ◽  
Vol 36 (6) ◽  
pp. 580-600 ◽  
Author(s):  
Ada Urm ◽  
Tiia Tulviste
Keyword(s):  
Educational Attainment ◽  
Social Environment ◽  
Individual Variation ◽  
Educational Level ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Highly Educated ◽  
Communicative Development ◽  
Higher Educational Attainment ◽  
The Relationship

The vocabulary size of 16- to 30-month-old children ( N = 1235) was assessed using the Estonian adaptation of the MacArthur–Bates Communicative Development Inventory: Words and Sentences (ECDI-II). The relationship between children’s expressive vocabulary size and different factors of the child and his/her social environment was examined. Results confirm the findings of studies from other languages showing that girls have larger vocabularies than boys, and first-born children are at an advantage compared to later-born children. Children of highly educated parents have bigger vocabularies than children whose parents have a lower educational level; this effect was significant for both maternal and paternal education. It was found that children of less-educated fathers who spend a high amount of time per week (> 40 hours) in daycare have smaller vocabularies than children of fathers with higher educational attainment.

scholarly journals Η σχέση του λεξιλογικού επιπέδου παιδιών προσχολικής ηλικίας με το ψυχοκοινωνικό τους προφίλ

2021 ◽  
Vol 26 (1) ◽  
pp. 23
Author(s):  
Φανή Μοκαΐτη ◽  
Αλεξάνδρα Καρούσου
Keyword(s):  
Interpersonal Communication ◽  
Full Range ◽  
Self Regulation ◽  
Well Being ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Psychosocial Profile ◽  
Psychosocial Skills ◽  
Language Difficulties ◽  
The Relationship

Language is a powerful tool for interpersonal communication and social interaction but also a critical tool for self-regulation of emotions, behavior, and thought. Although limited in number, studies that investigate the relationship between language development and preschool children’s psychosocial skills have shown that children with language difficulties often experience behavioral and social difficulties as well. The samples of these studies, however, usually include children who have already been referred for language disorders –not, therefore, representing the full range of language difficulties– and often lack comparative data from typically developing children. This study aims to explore the relationship between preschool children’s psychosocial profile and their language competence, as reflected in their expressive vocabulary size. Data were collected from 118 Greek-speaking children who course their first year in Kindergarten (4-5 years old). They were given the standardized Greek version of the Word Finding Vocabulary Test. Their psychosocial profile was assessed with a sociometric test as well as the Emotional Well-being Scale for Preschool Children and the Greek standardized version of the Preschool Behavior Checklist given to their teachers. Results reveal interesting relationships between children’s linguistic competence and their social, emotional, and behavioral profiles.

Sign in / Sign up

Export Citation Format

Share Document