Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance

Floccia, Caroline, Sambrook, Thomas D, Delle Luche, Claire, Kwok, Rosa, Goslin, Jeremy, White, Laurence, Cattani, Allegra, Sullivan, Emily, Abbot-Smith, Kirsten, Krott, Andrea, Mills, Debbie, Rowland, Caroline, Gervain, Judit and Plunkett, Kim (2018) Vocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance. Monographs of the Society for Research in Child Development . Wiley. ISBN 978-1-119-50789-5

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Abstract

Typically-developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child’s two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language.

Item Type: Book
Faculty \ School: Faculty of Social Sciences > School of Psychology
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Depositing User: Pure Connector
Date Deposited: 30 Nov 2017 06:09
Last Modified: 01 May 2020 00:12
URI: https://ueaeprints.uea.ac.uk/id/eprint/65643
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