Introduction

Houwer, Annick De; Ortega, Lourdes

doi:10.1017/9781316831922.001

Cited by 20 publications

(3 citation statements)

References 902 publications

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“…For example, future research would do well to explore child output with different interlocutors as well as input sources, including in contexts outside of the home. A systematic exploration of the different contexts that children find themselves in would also lead to a more accurate representation of their total language exposure and use, given that language choice (e.g., English vs. Spanish vs. both) is dependent on context, such as who the interlocutors are, their language dominance and preference, and so forth (De Houwer, 2019; Song et al, 2012). Such studies, which might rely on technology that allows for day-long recordings of children and their various interlocutors and environments (Gilkerson et al, 2018), may reveal different vocabulary profiles of bilingual children than those examined in the present study, if they receive and use different amounts and types of language.…”

Section: Discussionmentioning

confidence: 99%

Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth.

Gámez,

Galindo,

Jáuregui

2024

Developmental Psychology

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This longitudinal study—conducted in the Midwestern United States—examines the child-level factors that promote Spanish–English bilingual toddlers’ (n = 47; Mage = 18.80 months; SDage = 0.57) productive vocabulary skills from 18 to 30 months of age. At 6-month intervals, caregivers reported on toddlers’ Spanish and English words produced as well as their language exposure at home. Video recordings at child age 18 months yielded estimates of toddlers’ speech output (word tokens per minute). In addition, at child age 18 months, caregivers reported on toddlers’ linguistic skills (comprehension), demographic background (gender, household income), and nonverbal behaviors (gesture production). Results showed that toddlers were exposed to both English and Spanish and received more Spanish than English from primary caregivers; there were no significant primary caregiver input differences across time. Growth modeling revealed linear growth rates for Spanish and conceptual (Spanish, English combined) vocabulary and a curvilinear trajectory for English vocabulary. Furthermore, toddlers’ Spanish and conceptual vocabularies were positively associated with their higher frequencies of token use, greater production of gesture, and greater comprehension skills, even after controlling for input. Moreover, Spanish and conceptual growth rates were positively associated with higher token use. In terms of English, toddlers’ vocabulary at child age 18 months was positively associated with their comprehension skills. Toddlers’ use of more gestures and tokens as well as gender (boys) influenced their English acceleration rates over time. Findings indicate that unique trajectories exist for each of a bilingual’s languages and these trajectories are differentially influenced by child-level factors, including their speech output, not only exposure to language.

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Section: Discussionmentioning

confidence: 99%

Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth.

Gámez,

Galindo,

Jáuregui

2024

Developmental Psychology

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“…This view ignores the fact that a large proportion of school children with two languages from birth speak only a single language (De Houwer, 2021). It also excludes the millions of children who start learning a second language at (pre)school and countless older people who start learning additional languages later on, many of whom, like myself (see earlier), end up as fluent and highly proficient speakers of those languages (De Houwer & Ortega, 2019).…”

Section: Bilinguals: Not Two Monolinguals In Onementioning

confidence: 99%

“…Proficiency in a particular language and the very use of it, in any modality, can wax and wane throughout a bilingual’s lifespan (De Houwer & Ortega, 2019). Bilingualism is “a constellation of overlapping, continuous and multi-dimensional spectra” (Luk & Rothman, 2022, p. 2) rather than a categorical variable (Claussenius-Kalman et al, 2021).…”

Section: Bilinguals: Not Two Monolinguals In Onementioning

confidence: 99%

The danger of bilingual–monolingual comparisons in applied psycholinguistic research

Houwer¹

2022

Applied Psycholinguistics

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The pervasive monolingual bias present within many societies threatens the well-being of bilingual children and their families. Unfortunately, such bias is present in much psycholinguistic research as well. Bilingual–monolingual comparisons with methodological approaches upholding monolingual norms are not equitable to bilinguals. We do not need such comparisons to learn more about bilingual use and processing. Instead, psycholinguistic research investigating the impact of different kinds of environments for language learning, use, and processing within bilingual populations can be transformative. Applied psycholinguistic research with an increased focus on investigating all the languages bilingual children and their families need for day-to-day communication, and on the factors supporting their learning and use, can help inform educators, policy makers, and language and speech professionals. This will hopefully contribute to the well-being of the people we study.

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Bilingual Processing and Acquisition

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Introduction

Cited by 20 publications

References 902 publications

Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth.

Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth.

The danger of bilingual–monolingual comparisons in applied psycholinguistic research

Bilingual Processing and Acquisition

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