The Early Development of a Bilingual Vocabulary

2010 ◽  
Vol 84-85 ◽  
pp. 83-92
Author(s):  
Jelske Dijkstra ◽  
Folkert Kuiken ◽  
René Jorna ◽  
Edwin Klinkenberg
Keyword(s):  
Longitudinal Study ◽  
Early Development ◽  
Research Question ◽  
Minority Language ◽  
Receptive Vocabulary ◽  
Home Language

Gathercole & Thomas (2009) concluded that Welsh children easily gained proficiency in the majority language (English) whereas the acquisition of the minority language (Welsh) lagged behind due to reduced input. Does this trend also occur in other minority language contexts, e.g. for Frisian in a context where Dutch is the majority language? In this longitudinal study, 98 toddlers were tested every six months for 1.5 years with respect to their receptive and productive vocabulary in Frisian and Dutch. Our research question was: what is the influence of the home language on the acquisition of Frisian and Dutch? Results from the first round of measurements indicate that an effect of the home language is present with respect to Frisian receptive and productive vocabulary and Dutch productive vocabulary. Interestingly, no effect of the home language is found on Dutch receptive vocabulary: for Dutch receptive vocabulary, it does not seem to matter whether a child has Frisian or Dutch as their home language.

scholarly journals The role of majority and minority language input in the early development of a bilingual vocabulary

2015 ◽  
Vol 19 (1) ◽  
pp. 191-205 ◽  
Author(s):  
JELSKE DIJKSTRA ◽  
FOLKERT KUIKEN ◽  
RENÉ J. JORNA ◽  
EDWIN L. KLINKENBERG
Keyword(s):  
Longitudinal Study ◽  
The Netherlands ◽  
Early Development ◽  
Minority Language ◽  
Language Minority ◽  
Receptive Vocabulary ◽  
Home Language ◽  
The North ◽  
Language Input

The current longitudinal study investigated the role of home language and outside home exposure in the development of Dutch and Frisian vocabulary by young bilinguals. Frisian is a minority language spoken in the north of the Netherlands. In three successive test rounds, 91 preschoolers were tested in receptive and productive vocabulary in both languages. Results showed a home language effect for Frisian receptive and productive vocabulary, and Dutch productive vocabulary, but not for Dutch receptive vocabulary. As for outside home exposure, an effect was found on the receptive vocabulary tests only. The results can be explained by the amount of L2-input that participants received. The Dutch input is higher for participants with Frisian as home language compared to the Frisian input for participants with Dutch as home language. The conclusions lead to further implications for language professionals working in language minority contexts.

scholarly journals How Effective Is Auditory–Verbal Therapy (AVT) for Building Language Development of Children with Cochlear Implants? A Systematic Review

Life ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 239
Author(s):  
Paris Binos ◽  
Elina Nirgianaki ◽  
George Psillas
Keyword(s):  
Systematic Review ◽  
Young Children ◽  
Cochlear Implants ◽  
Research Question ◽  
Voice Quality ◽  
Receptive Vocabulary ◽  
Pubmed Database ◽  
Mainstream Society ◽  
Meta Analyses ◽  
Auditory Verbal Therapy

This systematic review sheds light on the effectiveness of auditory–verbal therapy (AVT) outcomes in children with cochlear implants (CIs). The presented outcome is based on research findings from the last 10 years. The systematic review was designed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and Critical Appraisal of Treatment Evidence (CATE) checklist. Specific keywords were chosen based on the research question and searched on the PubMed database. All searched papers were analysed based on specific exclusion criteria and classified into four evidence levels. The results revealed that children who participated in AV therapy can achieve linguistic skills at the same level as their hearing peers. Voice quality seemed positively affected, placing young children with CIs in the normal range for receptive vocabulary development. In contrast, reading skills seemed less benefited. AV therapy seems to contribute to integration into mainstream society. Despite the recorded speech and language improvements of young children with CIs, the aim of AV therapy is still not fulfilled. AV therapy can be seen as the best clinical practice for young children with CIs till now, but the lack of well-controlled studies is undermining.

Targets, triggers, and directionality in non-local and local place assimilation in child and adult language

2014 ◽  
Vol 50 (3) ◽  
pp. 273-307
Author(s):  
Mi-Hui Cho ◽  
Shinsook Lee
Keyword(s):  
Longitudinal Study ◽  
Early Development ◽  
Early Stage ◽  
Decisive Role ◽  
Diary Study ◽  
Consonant Harmony ◽  
Stage Of Development ◽  
Place Assimilation ◽  
Korean Child ◽  
Non Local

Abstract Data collected from one Korean child in a longitudinal diary study present novel patterns of consonant harmony in that labials, coronals, and velars can be triggers and targets of both progressive and regressive non-local place assimilation in an early stage of development. The same child also shows some cases of local regressive place assimilation. In another study where 4 children's data were gathered from a naturalistic longitudinal study, local regressive place assimilation as well as conso-nant harmony is witnessed regardless of place features. In adult Korean, however, only coronal to labial/velar and labial to velar local regressive assimilation occurs. This paper argues that the non-local and local place assimilation is connected and shows that the connection can be accounted for in terms of different constraint rankings within the Optimality-theoretic framework. More specifically, it is shown that the Ident-Onset(place) constraint plays a decisive role even in the early stage of acquisition, unlike child English, accounting for the predominant regressive assimilation. Also, the Agree-Place constraint is exploded into two sub-constraints in Stage 3, capturing the asymmetrical behavior of assimilation. Further, the unranking of place features in early development gradually evolves to the fixed ranking which reflects the universal markedness hierarchy in adult Korean.

scholarly journals Investigating whether adverse prenatal and perinatal events are associated with non-clinical psychotic symptoms at age 12 years in the ALSPAC birth cohort

2009 ◽  
Vol 39 (9) ◽  
pp. 1457-1467 ◽  
Author(s):  
S. Zammit ◽  
D. Odd ◽  
J. Horwood ◽  
A. Thompson ◽  
K. Thomas ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Adverse Events ◽  
Birth Cohort ◽  
Early Development ◽  
Gestational Age ◽  
Apgar Score ◽  
Psychotic Symptoms ◽  
Maternal Infection ◽  
Increased Risk ◽  
Clinical Disorders

BackgroundNon-clinical psychosis-like symptoms (PLIKS) occur in about 15% of the population. It is not clear whether adverse events during early development alter the risk of developing PLIKS. We aimed to examine whether maternal infection, diabetes or pre-eclampsia during pregnancy, gestational age, perinatal cardiopulmonary resuscitation or 5-min Apgar score were associated with development of psychotic symptoms during early adolescence.MethodA longitudinal study of 6356 12-year-old adolescents who completed a semi-structured interview for psychotic symptoms in the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort. Prenatal and perinatal data were obtained from obstetric records and maternal questionnaires completed during pregnancy.ResultsThe presence of definite psychotic symptoms was associated with maternal infection during pregnancy [adjusted odds ratio (OR) 1.44, 95% confidence interval (CI) 1.11–1.86, p=0.006], maternal diabetes (adjusted OR 3.43, 95% CI 1.14–10.36, p=0.029), need for resuscitation (adjusted OR 1.50, 95% CI 0.97–2.31, p=0.065) and 5-min Apgar score (adjusted OR per unit decrease 1.30, 95% CI 1.12–1.50, p<0.001). None of these associations were mediated by childhood IQ score. Most associations persisted, but were less strong, when including suspected symptoms as part of the outcome. There was no association between PLIKS and gestational age or pre-eclampsia.ConclusionsAdverse events during early development may lead to an increased risk of developing PLIKS. Although the status of PLIKS in relation to clinical disorders such as schizophrenia is not clear, the similarity between these results and findings reported for schizophrenia indicates that future studies of PLIKS may help us to understand how psychotic experiences and clinical disorders develop throughout the life-course.

scholarly journals Mapping early environment using communication deviance: A longitudinal study of maternal sensitivity toward 6-month-old children

2018 ◽  
Vol 31 (04) ◽  
pp. 1501-1511
Author(s):  
Paulo de Sousa ◽  
William Sellwood ◽  
Kirsten Fien ◽  
Helen Sharp ◽  
Andrew Pickles ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Intergenerational Transmission ◽  
Early Development ◽  
Maternal Age ◽  
Maternal Sensitivity ◽  
Focus Of Attention ◽  
Parental Behaviors ◽  
Early Environment ◽  
Infant Distress ◽  
Communication Deviance

AbstractCommunication deviance (CD) reflects features of the content or manner of a person's speech that may confuse the listener and inhibit the establishment of a shared focus of attention. The construct was developed in the context of the study of familial risks for psychosis based on hypotheses regarding its effects during childhood. It is not known whether parental CD is associated with nonverbal parental behaviors that may be important in early development. This study explored the association between CD in a cohort of mothers (n = 287) at 32 weeks gestation and maternal sensitivity with infants at 29 weeks in a standard play procedure. Maternal CD predicted lower overall maternal sensitivity (B = –.385; p &lt; .001), and the effect was somewhat greater for sensitivity to infant distress (B = –.514; p &lt; .001) than for sensitivity to nondistress (B = –.311; p &lt; .01). After controlling for maternal age, IQ and depression, and for socioeconomic deprivation, the associations with overall sensitivity and sensitivity to distress remained significant. The findings provide new pointers to intergenerational transmission of vulnerability involving processes implicated in both verbal and nonverbal parental behaviors.

Speech perception and vocabulary growth

2014 ◽  
Vol 38 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Maarit Silvén ◽  
Marinus Voeten ◽  
Anna Kouvo ◽  
Maija Lundén
Keyword(s):  
Growth Rate ◽  
Speech Perception ◽  
Word Learning ◽  
Growth Modeling ◽  
Minority Language ◽  
Home Language ◽  
Speech Sounds ◽  
New Words ◽  
Vocabulary Growth

Growth modeling was applied to monolingual ( N = 26) and bilingual ( N = 28) word learning from 14 to 36 months. Level and growth rate of vocabulary were lower for Finnish-Russian bilinguals than for Finnish monolinguals. Processing of Finnish speech sounds at 7 but not at 11 months predicted level, but not growth rate of vocabulary in both Finnish and Russian; this relationship was the same for monolinguals and bilinguals. The bilinguals’ two vocabularies developed differently, showing no acceleration in Russian, the minority language. Even though the bilinguals progressed more slowly in each home language, they were learning at least as many new words as the monolinguals when Finnish and Russian vocabularies were counted together.

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

2020 ◽  
pp. 136216882093882
Author(s):  
Marianne Turner
Keyword(s):  
Teaching And Learning ◽  
Minority Language ◽  
Home Language ◽  
Language Practices ◽  
Language Resources ◽  
Bilingual Program ◽  
Bilingual Programs ◽  
English Curriculum ◽  
Language Classroom ◽  
Japanese English

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

scholarly journals Socioeconomic level and bilinguals’ performance on language and cognitive measures

2015 ◽  
Vol 19 (5) ◽  
pp. 1057-1078 ◽  
Author(s):  
VIRGINIA C. MUELLER GATHERCOLE ◽  
IVAN KENNEDY ◽  
ENLLI MÔN THOMAS
Keyword(s):  
Parental Education ◽  
Age Groups ◽  
Minority Language ◽  
Home Language ◽  
Bilingual Children ◽  
Socioeconomic Level ◽  
Cognitive Measures ◽  
Complex Relation ◽  
At Home

The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

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