Self-ratings of spoken language dominance

A Multilingual Naming Test (Mint) and preliminary norms for young and aging Spanish–English bilinguals

Dados Bibliográficos

ID23323451
AutoresTamar H Gollan (0000-0003-4933-2594, University of California San Diego, autor correspondente), Gali Weissberger (0000-0002-3648-4866, San Diego State University), Gali H Weissberger, Elin Runnqvist (0000-0002-0032-1168, Universitat de Barcelona), Rosa I Montoya (University of California San Diego), CYNTHIA M CERA (University of California San Diego)
Ano2012
Volume15
Fascículo3
Páginas594-615
Data de publicação2012-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBilingualism Language and Cognition (JOURNAL)
Identificadores do periódicoISSN: 1366-7289 • E-ISSN: 1469-1841
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1366728911000332
PMID25364296
PMCIDPMC4212892
OpenAlexW2123036528
IdiomaEN
Citações recebidas136
Referências citadas42

This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish–English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT); in Experiment 1, the Boston Naming Test (BNT) was also used. Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups, but naming tests (especially the BNT) classified bilinguals as more English-dominant than other measures. Strong correlations were observed between measures of proficiency in each language and language-dominance, but not degree of balanced bilingualism (index scores). Depending on the measure, up to 60% of bilinguals scored best in their self-reported non-dominant language. The BNT distorted bilingual assessment by underestimating ability in Spanish. These results illustrate what self-ratings can and cannot provide, illustrate the pitfalls of testing bilinguals with measures designed for monolinguals, and invite a multi-measure goal-driven approach to classifying bilinguals into dominance groups.

Boston Naming Test · Cognition · Dominance (genetics) · Language proficiency · Linguistics · Mathematics education · Neuroscience of multilingualism · Second language · Test (biology) · Categorization, perception, and language · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology