Exposure and input in bilingual development

Carroll, Susanne

doi:10.1017/s1366728915000863

Cited by 96 publications

(67 citation statements)

References 87 publications

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“…The bilingual language experience is, by its very nature, distributed across language, andat least in relative termsbilingual children receive proportionally less input in each language that monolingual children. Although relative amount of exposure is only an indirect and imperfect approximation of input quantity (Carroll, 2017;De Houwer, 2014;Hurtado, Grüter, Marchman & Fernald, 2014), it has repeatedly been shown to correlate robustly with measures of language proficiency (Hoff, Welsh, Place & Ribot, 2014;Unsworth, 2013).…”

Section: The Role Of Language Experience Language Proficiency and Sesmentioning

confidence: 99%

Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children

Serratrice

Cat

2019

Bilingualism

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One hundred and seventy-two English-speaking 5- to 7-year-olds participated in a referential communication task where we manipulated the linguistic mention and the visual presence of a competitor alongside a target referent. Eighty-seven of the children were additionally exposed to a language other than English (bilinguals). We measured children's language proficiency, verbal working memory (WM), cognitive control skills, family SES, and relative amount of cumulative exposure and use of the home language for the bilinguals. Children's use of full Noun Phrases (NPs) to identify a target referent was predicted by the visual presence of a competitor more than by its linguistic mention. Verbal WM and proficiency predicted NP use, while cognitive control skills predicted both the ability to use expressions signalling discourse integration and sensitivity to the presence of a discourse competitor, but not of a visual competitor. Bilingual children were as informative as monolingual children once proficiency was controlled for.

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Section: The Role Of Language Experience Language Proficiency and Sesmentioning

confidence: 99%

Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children

Serratrice

Cat

2019

Bilingualism

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“…Parent reports, which have been frequently used in previous research to measure language input, are a feasible method to examine the dual language exposure of simultaneous and sequential bilinguals (Paradis, 2017) despite its limitations in measurement precision (Carroll, 2017). Studies that used parent reports have shown that there is variability in bilingual language use among Spanish-speaking families living in the United States.…”

Section: Sequential Bilingual Children's Exposure To L1 and L2 At Homementioning

confidence: 99%

Effects of home language input on the vocabulary knowledge of sequential bilingual children

et al. 2018

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The current study examined whether the vocabulary skills of sequential bilingual children who learned Cantonese as a home language (L1) and English as a second language (L2) were predicted by the amount of L1 and L2 used at home. Ninety-two preschool children who learned Cantonese as L1 were recruited from a Head Start program. The amounts of L1 and L2 used at home were measured using parent questionnaires. Mixed patterns of L1 and L2 use were found across family members and home activities. After controlling for time spent in preschool, regression analyses showed that the amount of L1 and L2 used by individual family members, with the exception of older siblings, was not significantly linked to children's vocabulary skills. In contrast, the language used during some home activities such as dinner and book reading significantly predicted children's vocabulary knowledge. Implications for family involvement in facilitating children's vocabulary development are discussed.

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“…Clearly, features such as proficiency, current usage, history of acquisition and social context may shift over the lifespan and be more or less relevant to report for child and adult participants. For example, while sufficient proficiency in multiple languages is often a primary criterion for bilingualism, determining which skills to measure or where to set the bar is a complex question (Carroll, 2017). In fact, it may not be realistic to assume bilinguals can attain proficiency comparable to that of monolinguals (Grosjean, 1989).…”

Section: Introductionmentioning

confidence: 99%

Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015

Surrain¹,

Luk²

2017

Bilingualism

243

164

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Recent years have seen a surge in research comparing bilinguals to monolinguals, yet synthesizing this literature is complicated by the diversity of language and social backgrounds behind these dichotomous labels. The current study examines the labels and descriptions reported in 186 studies comparing bilinguals and monolinguals published between 2005–2015 in order to understand how bilingualism has been operationalized and to describe the degree to which different facets of bilingual experience are reported. Proficiency and usage were the most frequently reported features (77% and 79%), followed by language history (67%) and the language of schooling (60%). However, less than half of the studies measured proficiency objectively or reported proportional usage, and even less – 30% – described the sociolinguistic context from which the sample was drawn. Given the increase in language contact due to globalization, more transparent and comprehensive reporting of participant characteristics is critical to building our understanding of how bilingualism affects experience.

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Exposure and input in bilingual development

Cited by 96 publications

References 87 publications

Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children

Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children

Effects of home language input on the vocabulary knowledge of sequential bilingual children

Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015

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