Lessons from the study of input effects on bilingual development

Hoff, Erika

doi:10.1177/1367006918768370

Cited by 36 publications

(25 citation statements)

References 25 publications

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“…As already known, the improvement of emergent literacy skills in BLM children has direct, positive effects on general cognitive and language abilities (e.g., text comprehension) (Bialystok and Craik, 2010), of which literacy is a tool (e.g., for the studying activity). Also, it has an indirect positive impact on the socio-relational skills necessary for participating in school group activities, which appear compromised in BLM children (Plenty and Jonsson, 2017;Hoff, 2020). Our findings extend previous research on the effectiveness of the PASSI intervention to bilingual children, demonstrating not only that these children may benefit from this early intervention but also that this may significantly reduce their (pre)literacy gap and disadvantage.…”

Section: Discussionsupporting

confidence: 76%

“…BLM children are mostly exposed and use their L1 at home; thus, their exposure to the second language (L2), also referred to as a societal language, is in the school context (Murphy, 2014). Some evidence shows that children in bilingual immigrant families, who grow up hearing a heritage language and a majority language, often reach school age with low levels of skill in both languages (Hoff, 2020). In reviewing literature concerning the emergent literacy period, results found that Spanish-speaking bilingual kindergarteners showed significantly fewer correct spellings in an invented spelling task in English language than monolingual English-speaking peers (Raynolds and Uhry, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study

et al. 2021

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This randomized trial study aimed to analyze the efficacy of two different school-based interventions—normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)—on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4–5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1; n = 47); (2) the PASSI intervention carried out for 12 weeks (Condition 2; n = 119); and (3) the PASSI intervention carried out for 30 weeks (Condition 3; n = 85). We collected two waves of data before and after the interventions regarding notational knowledge and phonological skills. Using the mixed ANOVA, we found that the PASSI intervention (both durations of 12 and 30 weeks) led to a significantly higher level of notational knowledge in BLM children and their monolingual peers. In addition, we observed that with the PASSI intervention carried out for 30 weeks, the baseline difference between BLMs and their monolingual peers was nullified. This study demonstrates that well-designed, school-based programs can benefit language-minority children by supporting their emergent notational knowledge. This paper also discusses implications for bilingual education policymaking.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study

et al. 2021

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“…Testing older children and/or a longitudinal study would enable us to plot the Irish language development of children from EDHs in the Gaeltacht over time. Finally, Bohman, Bedore, Peña, Mendes-Perez, and Gillam (2010), Hoff (2018) and Ribot et al (2017) point to the importance of measuring language use or expressive language as a predictor of bilingual proficiency. For example, children from EDHs in French-immersion schools scored equivalent to those from French-dominant homes on listening and reading comprehension tests in one study, but in practice spoke very little French, and so scored below those from French-dominant homes in tasks of speaking and writing (Swain & Lapkin, 1995).…”

Section: Discussionmentioning

confidence: 99%

Findings from the first phase of developing a receptive vocabulary test for the Irish language

O’Toole

Shíthigh

Molamphy

et al. 2019

International Journal of Bilingualism

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Aims and objectives: The aim of this study was to develop and pilot a test of receptive vocabulary for bilingual Irish-English-speaking children, based on a model from Welsh. Design/Methodology/Approach: 310 typically developing children aged five, six and seven years took part. The children were all attending Irish-medium education in Irish-dominant Gaeltacht regions and in immersion education schools outside of these regions. Data and Analysis: Participants were identified as being from either bilingual Irish- and English-speaking homes or English-dominant homes. A mixed-factorial analysis of variance found a significant main effect of age and language background, but no interaction. Post hoc comparisons revealed that those from Bilingual-speaking homes had significantly higher Irish receptive vocabulary scores than those from English-dominant homes. Linear regression models showed that the receptive vocabulary scores of children in immersion schools grew by an average of 21 words per year between the ages of five and seven, compared to almost 12 words per year in Gaeltacht schools. Findings/Conclusions: The findings demonstrate the advantages of immersion education and the need for vocabulary enrichment of children in the Gaeltacht. However, the complexities of developing assessments for first language speakers of a minority language that is in conflict with a second language variety of that language and the majority English language are also highlighted. Significance/Implications: The implications of this study are that immersion schooling is advantageous to the Irish vocabulary of children, but that children from Gaeltacht schools may require vocabulary enrichment that is sufficiently complex to address their needs. Limitations: Limitations to this study include the uneven number of children from each language background/school location and incomplete background details from the children, such as socio-economic status and language use amongst peers.

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“…Furthermore, once English learners enter formal schooling in the US, the vast majority are educated in English-only instructional contexts (Gándara et al, 2010). It is thus not only expected, but natural, that English learners vary widely in their dual language skills (Grosjean, 1989;Hoff, 2018).…”

Section: Vocabulary Cross-linguistic Associationsmentioning

confidence: 99%

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

Hwang

Mancilla-Martinez

McClain

et al. 2019

Applied Psycholinguistics

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Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.

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Lessons from the study of input effects on bilingual development

Cited by 36 publications

References 25 publications

Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study

Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study

Findings from the first phase of developing a receptive vocabulary test for the Irish language

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

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