Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development
Contributions of Child and Environmental Factors
Bibliographic Data
| ID | 21301293 |
|---|---|
| Authors | Justin Lauro (0000-0003-0936-4794, Florida Atlantic University), Cynthia Core (0000-0001-7084-7520, George Washington University), Erika Hoff (0000-0002-5850-6958, Florida Atlantic University, corresponding author) |
| Year | 2020 |
| Volume | 91 |
| Issue | 6 |
| Pages | 2063-2082 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13409 |
| PMID | 32738071 |
| OpenAlex | W3046592378 |
| Language | EN |
| Citations received | 34 |
| References cited | 72 |
Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments
Child development · Developmental psychology · Language acquisition · Language development · Linguistics · Longitudinal study · Mathematics education · Multilevel model · Neuroscience of multilingualism · Nonverbal communication · Statistics · Teaching method · Vocabulary · Vocabulary development · Child and Animal Learning Development · Language Development and Disorders · Psychology · Reading and Literacy Development
Effects of English versus Spanish language exposure on basic multisensory attention skills across 3 to 36 months of age
Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth
The integrative model of family stress underlying Spanish and English vocabulary development in Mexican American children
The Role of Language Aptitude in Child Second Language Learning
Profiles of bilingualism in early childhood
Invisible bilinguals
Second Language Trajectories in Immigrant Children
Bilingual Home Literacy Experiences and Early Biliteracy Development among Chinese–Canadian First Graders
Diversity in monolingual and multilingual communicative environments and its relation to vocabulary in early childhood
Grammatical development of the native L1 in Cantonese–English bilingual children
Predictors of language proficiency in school-age Spanish–English bilingual children with and without developmental language disorder
English digital reading achievement for East Asian students
A multidimensional approach to Spanish–English bilingual preschoolers’ narrative skills ( Un enfoque multidimensional de las habilidades narrativas de los niños preescolares bilingües inglés/español )
Strange Relations
Language acquisition in a multilingual society
Relations between early majority language and socioemotional development in children with different language backgrounds
Profiles of Minority-Majority Language Proficiency in 5-Year-Olds
Starting from the very beginning
Metacognitive verbs do not show a cross-language gap
Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home
Bidirectional transfer of definition skills and expressive vocabulary knowledge in Chinese-English dual language learners
Comprehension skills of Chinese-English dual language learners
Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families
Influence of caregiver input and language experience on the production of coda laterals by English–Malay bilingual preschoolers in multi-accent Singapore
Unpacking the Richness of Language Experience as a Predictor of Bilingual Children’s Language Proficiency
Sources of individual differences in the dual language development of heritage bilinguals
Commonalities, differences, and differences that matter between monolingual and bilingual development
Variation in quality of maternal input and development of coda stops in English-speaking children in Singapore
Quantifying multilingual children’s language exposure through parental report
Contributions of internal and external factors to bilingual development
The contribution of the amount of linguistic exposure to bilingual language development
The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades
Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited
Exploring the Interplay of Language Exposure, Language Skills and Language and Cultural Identity Construction in French-English Bilingual Adolescents
Language Use in Interlingual Familes
Young children's phonological awareness and nonword repetition as a function of vocabulary development.
Variability in Early Communicative Development
The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development
Long-term language attainment of bilingual immigrants
Sources of variability in children’s language growth
Bilingual children's long‐term outcomes in English as a second language
Size matters
Nonword repetition and word learning
The Specificity of Environmental Influence
Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency
Older sibling influences on the language environment and language development of toddlers in bilingual homes
Bilingual Development in Children of Immigrant Families
The Interaction Between Vocabulary Size and Phonotactic Probability Effects on Children's Production Accuracy and Fluency in Nonword Repetition
Phonology, Working Memory, and Foreign-language Learning
Talking to Children Matters
Effects and noneffects of input in bilingual environments on dual language skills in 2 1⁄2-year-olds
Individual differences in child English second language acquisition
Home language and societal language skills in second-generation bilingual adults
Refining transcriptions
The quality of child-directed speech depends on the speaker's language proficiency
Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds
Infant gaze following and pointing predict accelerated vocabulary growth through two years of age
Dual language exposure and early bilingual development
Child-directed speech
Specific and general language performance across early childhood
How social contexts support and shape language development☆
The Role of Heritage Language Development in the Ethnic Identity and Family Relationships of Adolescents from Immigrant Backgrounds
Fathers’ early contributions to children's language development in families from low-income rural communities
Reciprocal relationships between nonword repetition and vocabulary during the preschool years
Language specificity in the relation of maternal education to bilingual children’s vocabulary growth
Phonological memory and vocabulary development during the early school years
Domain-General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language
Phonological Memory and the Acquisition of Grammar in Child L2 Learners
| Unique citing works | 34 |
|---|---|
| Citations per year | 6,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |