Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds

Place, Silvia; Hoff, Erika

doi:10.1017/s1366728915000322

Cited by 182 publications

(150 citation statements)

References 39 publications

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“…In a sample of 25-month-olds, which included some of the children from bilingual homes in the current sample, the portion of children’s input that was provided by native English speakers was a unique predictor of the children’s English vocabulary (Place & Hoff, 2011), and that finding was replicated in a separate sample of 30 month-olds (Place & Hoff, 2013). Two separate studies, one of 4- to 7-year-old immigrant children and a second of preschool children in immigrant families in English-speaking Canada, found no relation between children’s English exposure at home and their English skills (Paradis, 2011; Paradis & Kirova, in press).…”

Section: Discussionmentioning

confidence: 70%

“…The EOWPVT was administered to the children from bilingual homes by a trained bilingual examiner in English and Spanish, on separate days in counterbalanced order. The validity of the EOWPVT as we have administered it and its comparability to the CDI as an index of expressive vocabulary is supported by findings that the two measures were highly correlated in a different sample of monolingual and bilingual 30-month-olds who were administered both instruments as part of another ongoing project in our lab ( r [153] = .80, p < .001; Place & Hoff, 2013). …”

Section: Methodsmentioning

confidence: 72%

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Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years

Hoff

Rumiche

Burridge

et al. 2014

Early Childhood Research Quarterly

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212

111

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The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.

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Section: Discussionmentioning

confidence: 70%

Section: Methodsmentioning

confidence: 72%

Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years

Hoff

Rumiche

Burridge

et al. 2014

Early Childhood Research Quarterly

Self Cite

212

111

View full text Add to dashboard Cite

show abstract

“…The linear effect of Spanish exposure is consistent with the finding from another study of this sample that virtually all the children’s Spanish exposure came from native Spanish speakers. 18 Overall, expressive Spanish skills in these bilingual children were low and growing at a slower rate than English skills. This likely reflects that exposure to English was greater outside the home and also that the children chose to speak English more than they chose to speak Spanish.…”

Section: Discussionmentioning

confidence: 90%

“…Children’s language skills were assessed at the ages of 30, 36, 42, 48, 54, and 60 months as part of a larger study of bilingual development. 18,19 The attrition rate for the larger study during the period from 30 to 60 months was 17.5%. There were additional missing data for some participants at each assessment point.…”

Section: Methodsmentioning

confidence: 95%

Language Growth in English Monolingual and Spanish-English Bilingual Children from 2.5 to 5 Years

Hoff

Ribot

2017

The Journal of Pediatrics

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110

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Objective To describe the trajectories of English and Spanish language growth in typically developing children from bilingual homes and compare those with the trajectories of English growth in children from monolingual homes, to assess effects of dual language exposure on language growth in typically developing children. Study design Expressive vocabularies were assessed at 6-month intervals from age 30 to 60 months, in English for monolinguals and English and Spanish for bilinguals. Use of English and Spanish in the home was assessed via parental report. Results Multilevel modeling, including parent education as a covariate, revealed that children from bilingual homes lagged 6 months to 1 year behind monolingual children in English vocabulary growth. The size of the lag was related to the relative amount of English use in the home, but the relation was not linear. Increments in English use conferred the greatest benefit most among homes with already high levels of English use. These homes also were likely to have 1 parent who was a native English speaker. Bilingual children showed stronger growth in English than in Spanish. Conclusions Bilingual children can lag 6 months to 1 year behind monolingual children in normal English language development. Such lags may not necessarily signify clinically relevant delay if parents report that children also have skills in the home language. Shorter lags are associated with 2 correlated factors: more English exposure and more exposure from native English speakers. Early exposure to Spanish in the home does not guarantee acquisition of Spanish.

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“…Previous studies using measures of parent report have suggested that language mixing affects children's vocabulary differently in different populations(Bail et al, 2015;Byers- Heinlein, 2013;Place & Hoff, 2016). However, when toddlers heard sentence frames in their non-dominant language, they successfully recognized target nouns in both languages.…”

mentioning

confidence: 89%

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

Potter

Fourakis

Morin-Lessard

et al. 2019

Developmental Science

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In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.

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Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds

Cited by 182 publications

References 39 publications

Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years

Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years

Language Growth in English Monolingual and Spanish-English Bilingual Children from 2.5 to 5 Years

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

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