scholarly journals The Relationship between Input Amount, Expressive Vocabulary Size, and Phonological Memory Skills inKorean-English Bilingual Children aged 22 Months

2012 ◽  
Vol 21 (3) ◽  
pp. 175-192
Author(s):  
Hwang Bo-Myung
Keyword(s):  
Bilingual Children ◽  
Phonological Memory ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
English Bilingual ◽  
The Relationship ◽  
Input Amount

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.

Conceptual distance and word learning: Patterns of acquisition in Samoan–English bilingual children

2012 ◽  
Vol 40 (4) ◽  
pp. 799-820 ◽  
Author(s):  
GAYLE HEMSLEY ◽  
ALISON HOLM ◽  
BARBARA DODD
Keyword(s):  
Word Type ◽  
Lexical Acquisition ◽  
Bilingual Children ◽  
Conceptual Representation ◽  
Expressive Vocabulary ◽  
Learning Patterns ◽  
English Bilingual ◽  
Key Factor ◽  
Conceptual Shift ◽  
L1 And L2

ABSTRACTThis study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan–English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon.

Interpreting phonological memory performance in bilinguals

2017 ◽  
Vol 38 (6) ◽  
pp. 1333-1336
Author(s):  
Margarita Kaushanskaya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Memory Performance ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Language Experience ◽  
Early Language ◽  
Central Hypothesis ◽  
The Relationship

The central hypothesis in the Pierce, Genesee, Delcenserie, and Morgan article is that phonological memory is key to explaining the relationship between early language experience (more specifically, less and more optimal ends of the language-experience continuum) and language learning outcomes. One piece of evidence offered is that phonological memory skills are enhanced by bilingualism, with bilingualism representing enriched experience. Here, I propose that data from bilingual children may contradict Pierce et al.’s central hypothesis, rather than support it.

High proficiency across two languages is related to better mental state reasoning for bilingual children

2015 ◽  
Vol 43 (2) ◽  
pp. 407-424 ◽  
Author(s):  
KATHERINE R. GORDON
Keyword(s):  
Language Proficiency ◽  
Mental State ◽  
Past Research ◽  
Preschool Age ◽  
False Belief ◽  
Bilingual Children ◽  
English Bilingual ◽  
Preschool Age Children ◽  
And Performance ◽  
The Relationship

ABSTRACTPast research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work) and investigates the relationship between proficiency and performance in a variety of mental state tasks (not just false belief). Furthermore, it explores whether the relationship between language proficiency and performance in mental state tasks differs between bilingual and monolingual groups. Twenty-six Spanish–English bilingual and twenty-six English monolingual preschool-age children completed seven mental state tasks. Findings provide evidence that high proficiency in English is related to better performance in mental state tasks for monolinguals. In contrast, high proficiency in both English and Spanish is related to better performance in mental state tasks for bilinguals.

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 “¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers

2014 ◽  
Vol 38 (4) ◽  
pp. 333-341 ◽  
Author(s):  
Krystal M. Ribot ◽  
Erika Hoff
Keyword(s):  
Dual Language ◽  
Receptive Language ◽  
Code Switching ◽  
Bilingual Children ◽  
Expressive Vocabulary ◽  
Language Choices ◽  
English Bilingual ◽  
Switching Patterns ◽  
Who Code ◽  
The U.S

Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different but consistent patterns of code-switching confirmed that children who code-switched to English showed greater English skills, specifically in the expressive domain. Children who did not code-switch were more balanced bilinguals in both expressive and receptive skills. Children with other code-switching patterns showed still different profiles of dual language expressive and receptive proficiency. These findings reveal that some, but not all, bilingual children show different profiles of expressive and receptive skill in their two languages and that these proficiency profiles are related to their language choices in conversation.

Inter-sentential Code-switching and Language Dominance in Cantonese–English Bilingual Children

2020 ◽  
Vol 2 (1) ◽  
pp. 73-105
Author(s):  
Chit Fung Lam ◽  
Stephen Matthews
Keyword(s):  
Code Switching ◽  
Bilingual Children ◽  
Dominant Language ◽  
Language Dominance ◽  
English Bilingual ◽  
Hong Kong Cantonese ◽  
Measurement Variance ◽  
Language Context ◽  
The Relationship ◽  
Gradient Measurement

This paper examines the relationship between language dominance and the under-investigated topic of inter-sentential code-switching in Hong Kong Cantonese–English bilingual children. Longitudinal data for six children showing different dominance patterns were analysed. MLU differentials (Yip & Matthews, 2006) were adopted to measure dominance based on five criteria: methodological compatibility, typological comparability, gradient measurement, variance validity, and multifaceted compatibility. Our results showed that bilingual children produced more inter-sentential code-switching in the context of their non-dominant language and less in their dominant-language context. We account for this asymmetry in relation to mechanisms of inhibitory control (Gross & Kaushanskaya, 2015). Further, we propose that intrasentential and inter-sentential code-switching each have a different status in bilingual children’s developing grammar, underlining the methodological importance of separating the two constructs in future investigations. We also suggest that, in societies where intra-sentential code-switching is a social norm, inter-sentential code-switching could serve as signs of early bilinguals’ dominance status.

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.

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