scholarly journals Lexical-Semantic Development in Bilingual Toddlers at 18 and 24 Months

2020 ◽  
Vol 11 ◽  
Author(s):  
Stephanie De Anda ◽  
Margaret Friend
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Semantic Processing ◽  
First Language ◽  
Vocabulary Knowledge ◽  
Lexical Knowledge ◽  
Lexical Semantic ◽  
Semantic Development ◽  
Semantic Associations ◽  
Cross Language

An important question in early bilingual first language acquisition concerns the development of lexical-semantic associations within and across two languages. The present study investigates the earliest emergence of lexical-semantic priming at 18 and 24 months in Spanish-English bilinguals (N = 32) and its relation to vocabulary knowledge within and across languages. Results indicate a remarkably similar pattern of development between monolingual and bilingual children, such that lexical-semantic development begins at 18 months and strengthens by 24 months. Further, measures of cross-language lexical knowledge are stronger predictors of children’s lexical-semantic processing skill than measures that capture single-language knowledge only. This suggests that children make use of both languages when processing semantic information. Together these findings inform the understanding of the relation between lexical-semantic breadth and organization in the context of dual language learners in early development.

scholarly journals The processing of ambiguous sentences by first and second language learners of English

2003 ◽  
Vol 24 (3) ◽  
pp. 453-489 ◽  
Author(s):  
CLAUDIA FELSER ◽  
LEAH ROBERTS ◽  
THEODORE MARINIS ◽  
REBECCA GROSS
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Sentence Processing ◽  
Second Language Learners ◽  
First Language ◽  
Phrase Structure ◽  
Lexical Semantic ◽  
L2 Learners ◽  
On Line ◽  
Native Speakers Of English

This study investigates the way adult second language (L2) learners of English resolve relative clause attachment ambiguities in sentences such as The dean liked the secretary of the professor who was reading a letter. Two groups of advanced L2 learners of English with Greek or German as their first language participated in a set of off-line and on-line tasks. The results indicate that the L2 learners do not process ambiguous sentences of this type in the same way as adult native speakers of English do. Although the learners' disambiguation preferences were influenced by lexical–semantic properties of the preposition linking the two potential antecedent noun phrases (of vs. with), there was no evidence that they applied any phrase structure–based ambiguity resolution strategies of the kind that have been claimed to influence sentence processing in monolingual adults. The L2 learners' performance also differs markedly from the results obtained from 6- to 7-year-old monolingual English children in a parallel auditory study, in that the children's attachment preferences were not affected by the type of preposition at all. We argue that children, monolingual adults, and adult L2 learners differ in the extent to which they are guided by phrase structure and lexical–semantic information during sentence processing.

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners

2018 ◽  
Vol 49 (3) ◽  
pp. 537-550 ◽  
Author(s):  
Gabriela Simon-Cereijido ◽  
Lucía I. Méndez
Keyword(s):  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Semantic Knowledge ◽  
Dual Language Learners ◽  
Cross Sectional ◽  
Lexical Semantic ◽  
Grammatical Skills ◽  
The Impact ◽  
Semantic Skills

Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.

scholarly journals Development of semantic processes for academic language in foundation phase EAL learners

2010 ◽  
Vol 57 (1) ◽  
Author(s):  
Heila Letitia Jordaan
Keyword(s):  
Language Learners ◽  
First Language ◽  
Vocabulary Knowledge ◽  
Language Competence ◽  
Education Practice ◽  
Learning And Teaching ◽  
Bilingual Instruction ◽  
Criterion Referenced ◽  
Development Of Language ◽  
Grade 3

It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language based activity. Vocabulary knowledge specifically, plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial as the implementation of home language or bilingual instruction policies has not been achieved in many schools. The aim of this study was to investigate the development of language skills in foundation phase English Additional Language (EAL) learners attending schools where English is the language of learning and teaching. A three year longitudinal investigation of the acquisition of processes underlying language for academic purposes was undertaken using the semantic subtests of the Developmental Evaluation of Language Variation Criterion Referenced Edition (Seymour, Roeper, and De Villiers, 2003). The results indicated that the majority of EAL learners improved with increased exposure to English in the academic environment and by the time they were in grade 3, were performing at a higher level than English First Language learners in grade 2. However, the effects of this protracted period of development on literacy attainment should be investigated. The significant individual variation in the learners’ performance has implications for assessment and instruction of EAL learners and for the collaborative role of teachers and speech language therapists in the education system.

scholarly journals Comparing Vocabulary Knowledge Conceptualizations Among Spanish–English Dual Language Learners in a New Destination State

2020 ◽  
pp. 1-14
Author(s):  
Min Hyun Oh ◽  
Jeannette Mancilla-Martinez
Keyword(s):  
Language Learners ◽  
Limited English Proficient ◽  
Dual Language ◽  
English Proficiency ◽  
Vocabulary Knowledge ◽  
Dual Language Learners ◽  
Response Patterns ◽  
New Destination ◽  
Assessment Approach ◽  
Destination State

Purpose Despite the unprecedented growth of Spanish–English dual language learners (DLLs) in new destination states—where DLLs have not been historically served—empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and bilingually scored vocabulary knowledge of Spanish–English DLLs in a new destination state. Method Participants included second- and fourth-grade Spanish–English DLLs ( N = 60) in a large urban school district in a new destination state. Students were considered DLLs if their parents indicated that Spanish was spoken at home to some extent. We utilized monolingually scored (Spanish-only and English-only) and bilingually scored (conceptual and total) conceptualizations of vocabulary knowledge. Descriptive analysis and Bonferroni-adjusted multiple comparisons were used to compare vocabulary knowledge by assessment approach (i.e., monolingual or bilingual), grade (i.e., second and fourth), and English proficiency status (i.e., limited English proficient and English proficient). Results Findings revealed that (a) DLLs, across grade levels and English proficiency status, demonstrated higher bilingual vocabulary scores compared to monolingual scores and stronger receptive vocabulary performance than expressive vocabulary performance and (b) DLLs' response patterns varied depending on the bilingual assessment approach used, with DLLs in limited English–proficient and English-proficient groups evidencing similar response patterns. Conclusions Bilingual scoring of vocabulary knowledge provides a more holistic understanding of elementary-aged DLLs' language skills. Results represent an important step toward shifting school-based assessment practices to incorporate comprehensive and equitable ways to conceptualize and measure elementary-aged Spanish–English DLLs' vocabulary knowledge.

The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners

2018 ◽  
Vol 38 (4) ◽  
pp. 204-219 ◽  
Author(s):  
Trina D. Spencer ◽  
Douglas B. Petersen ◽  
M. Adelaida Restrepo ◽  
Marilyn Thompson ◽  
Maria Nelly Gutierrez Arvizu
Keyword(s):  
Second Language ◽  
Head Start ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
First Language ◽  
Multiple Baseline ◽  
Control Group ◽  
Narrative Intervention ◽  
Research Assistants

Standards of academic performance place a high demand on students’ English language. To help Spanish-speaking preschoolers who are developing English as a second language meet these demands, researchers recommend strengthening their first language to facilitate development of their second language. Head Start teachers and research assistants delivered 12 Spanish and 12 English language lessons to eight preschoolers in small groups. Lessons targeted storytelling and vocabulary and occurred 4 days a week for 20 min. A multiple-baseline experimental design across groups was used to examine the effect of the Spanish–English narrative intervention on children’s retelling skills and a pretest posttest design without a control group documented children’s acquisition of the target words. Results indicated that children made gains in English retelling while maintaining their already high Spanish retelling skills. Improvements in vocabulary were observed in English but not in Spanish.

scholarly journals Teaching vocabulary to young second- or foreign-language learners

2019 ◽  
Vol 1 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Yuko Goto Butler
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
First Language ◽  
Vocabulary Instruction ◽  
Relevant Information ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Young Learners ◽  
Foreign Language Learners ◽  
Future Research Directions

Abstract While vocabulary knowledge is considered a foundational element for young learners of a second or foreign language (L2/FL), pedagogically useful information on this topic is not easily accessible for practitioners. This is in part due to the fact that the relevant information is scattered across multiple fields, including first-language acquisition, child development, and education. The aim of this paper is to synthesize recent knowledge from the related fields and to provide theoretically sound and evidence-based information that is useful for teaching vocabulary to young learners of L2/FL. I identify four major recommendations for vocabulary instruction: (a) ensure frequent and repeated exposure to the target words (as well as nontarget words); (b) provide explicit word definitions and meanings in context; (c) create opportunities for discussions and interactions around the words in question; and (d) use multimodal approaches to teach vocabulary. I also suggest future research directions, with the goal of finding effective approaches that teachers can use to improve their vocabulary instruction while meeting the specific needs of their young L2/FL students.

scholarly journals Lexical-semantic integration by good and poor reading comprehenders

2020 ◽  
Vol 73 (1) ◽  
pp. 63-78
Author(s):  
Lucilene Bender de Sousa ◽  
Lilian Cristine Hübner ◽  
Roselaine Berenice Ferreira da Silva
Keyword(s):  
Semantic Processing ◽  
Semantic Knowledge ◽  
Semantic Integration ◽  
Performance Comparison ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Poor Reading ◽  
Lexical Semantic ◽  
Poor Comprehenders ◽  
The Difference

In this paper, we investigate the level of vocabulary knowledge and the lexical-integration ability of good and poor comprehenders at the 8th grade of Elementary School. The participants were assessed in the following tasks: reading comprehension, listening comprehension, decoding, vocabulary, lexical-semantic integration and incongruence detection. The performance comparison revealed that good comprehenders performed significantly better than poor comprehenders in the measures of vocabulary and integration. The difference in the accuracy of the integration tasks remained significant after controlling for word knowledge. The results suggest that good and poor comprehenders differentiate not only in lexical semantic knowledge but also in lexical-semantic processing.

Assessing automatic processing of hypernymic relations in first language speakers and advanced second language learners

2013 ◽  
Vol 8 (1) ◽  
pp. 96-116 ◽  
Author(s):  
Scott Crossley
Keyword(s):  
Second Language ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Word Knowledge ◽  
Decision Task ◽  
Lexical Knowledge ◽  
L1 And L2

This study investigates the depth of lexical knowledge in first language (L1) speakers and second language (L2) learners in reference to hierarchical word knowledge. Eighty-eight participants took part in a lexical decision task that assessed their speed and accuracy in recognizing words and nonwords. Prime and target pairs in the lexical decision task were related words (hyponynm to hypernym and hypernym to hyponym), unrelated words, or word to nonwords. The findings indicate bidirectional priming in L1 participants such that associated pairs (hyponynm to hypernym and hypernym to hyponym) were processed faster than unrelated words. For L2 participants, unidirectional priming effects were reported for the hyponynm to hypernym condition only. These findings provide evidence that hierarchical lexical networks characterize L1 lexicons but not L2 networks. Such findings provide important information about the organizational properties of L1 and L2 lexicons.

scholarly journals Vocabulary and Phonological Abilities Affect Dual Language Learners' Consonant Production Accuracy Within and Across Languages: A Large-Scale Study of 3- to 6-Year-Old Spanish–English Dual Language Learners

2020 ◽  
Vol 29 (3) ◽  
pp. 1196-1211
Author(s):  
Bethany Keffala ◽  
Shelley Scarpino ◽  
Carol Scheffner Hammer ◽  
Barbara Rodriguez ◽  
Lisa Lopez ◽  
...  
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Large Scale ◽  
The Other ◽  
Dual Language Learners ◽  
Phonological Skills ◽  
Old Spanish ◽  
Cross Language ◽  
Phonological Abilities ◽  
Production Accuracy

Purpose This study examined factors of language ability that predict consonant production accuracy in young Spanish–English dual language learners (DLLs). Method Participants were 695 Latino DLLs, ages 3;0–6;5 (years;months). Single-word productions were elicited using the Bilingual Phonological Assessment (Miccio & Hammer, 2006). Children's consonant productions were assessed using Percentage of Consonants Correct–Revised (PCC-R; Shriberg et al., 1997a). Vocabulary abilities were assessed using the Woodcock–Muñoz Language Survey–Revised (Woodcock et al., 2005). Multiple linear regression analyses were used to determine the effects of vocabulary abilities and cross-language consonant production abilities on children's consonant production accuracy in each language. Results Large amounts of the variance in PCC-R scores for English ( R 2 = .65) and Spanish ( R 2 = .43) were predicted by children's age, vocabulary scores within the same language, and PCC-R scores across languages. Conclusion Spanish–English DLLs' consonant production abilities in both languages improve with age between 3;0 and 6;5. DLLs' accuracy in each language is also affected by vocabulary abilities within the same language and by their consonant production abilities in the other language. In particular, children's consonant production abilities in each language were highly predictive of their consonant production abilities in the other language, which suggests that shared phonological skills support their development across languages.

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