Productive vocabulary among three groups of bilingual American children: Comparison and prediction

Cote, Linda R.; Bornstein, Marc H.

doi:10.1177/0142723714560178

Cited by 28 publications

(32 citation statements)

References 42 publications

(74 reference statements)

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“…These studies covered two subtopics, cognitive processes ( n = 8) and linguistics and language learning ( n = 8). These studies covered various developmental periods, including infants (e.g., Cote & Bornstein, 2014), children (e.g., Kan, 2014), adolescents (e.g., McArdle, Hamagami, Bautista, et al, 2014), and adults (e.g., Kitayama & Park, 2014). Most studies used quantitative designs, such as experimental ( n = 8; e.g., J.…”

Section: Resultsmentioning

confidence: 99%

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Annual review of Asian American Psychology, 2014.

Kim¹,

Shen²,

Hou³

et al. 2015

Asian American Journal of Psychology

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This 2014 review of Asian American psychology is the sixth review in the series. It includes 316 articles that met the inclusion criteria established by the past five annual reviews. Featured articles were derived from three sources: 137 were generated via the search term “Asian American” in PyscINFO, 111 were generated via a search for specific Asian American ethnic groups, and 32 were generated via author searches of articles that met the inclusion criteria. The top primary topic was health and health-related behaviors, the most frequently employed study design was cross-sectional, and the most studied Asian American ethnic group was Chinese. This year’s review includes information on the target population of the primary topic, the age range and developmental period of participants, and whether the study design was cross-sectional or longitudinal. It also identifies top authors and journals contributing to the 2014 annual review. These new features reveal that the most common target population of the primary topic was youths; studies most commonly included emerging adults ages 18–25; cross-sectional study design was employed more often than longitudinal design; the top contributor to the 2014 review was Stephen Chen, who authored the highest number of papers included; and the Asian American Journal of Psychology generated the highest number of publications for this review.

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Section: Resultsmentioning

confidence: 99%

“…For linguistics and language learning , studies covered areas such as bilingual children’s language learning experiences (Cote & Bornstein, 2014; Kan, 2014; Uchikoshi, 2014), Asian Americans’ heritage language development (C. E. Kim & Pyun, 2014; Leung, 2014), and English pronunciation (Jin & Liu, 2014; Liu, Jin, & Chen, 2014; A.…”

Section: Resultsmentioning

confidence: 99%

Annual review of Asian American Psychology, 2014.

Kim¹,

Shen²,

Hou³

et al. 2015

Asian American Journal of Psychology

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“…The amount of input monolingual children receive in a given language is positively related to their vocabulary size in that language, and this same association obtains among children being reared bilingually from birth. One study investigated maternal language input for bilingual children's vocabulary development in Latin, Japanese, and Korean immigrant families [6]. Maternal degree of acculturation predicted the amount of maternal input in each language, which then predicted immigrant children's vocabulary size in each language.…”

Section: Introductionmentioning

confidence: 99%

Parenting in acculturation: two contemporary research designs and what they tell us

Bornstein

2017

Current Opinion in Psychology

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Massive population transfers are common today. To understand how immigrants negotiate variation and adjustment as they settle in a new culture, researchers have explored acculturation, the changes that individuals and groups undergo as a result of contact with a culture not their own. Parents have crucial roles to play in acculturation. Parenting is instantiated in cognitions and practices, and cognitions and practices of parents are multifaceted and influenced by many factors, including parents' own individual characteristics, their children, and their cultural experiences. This article describes, evaluates, and illustrates two unique research designs that are used today to study acculturation of parenting cognitions and practices. In one design, parenting in acculturating cultures in the same culture of destination are compared; in the second design, parents in a culture of origin, parents from that culture of origin acculturating to a new culture, and parents in that culture of destination are compared. Acculturation is one of the most prominent individual-difference constructs in contemporary psychology, and understanding parents' cognitions and practices is fundamental to understanding parenting and acculturation.

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“…If children are regularly exposed to more than one language, their lexical abilities will develop according to the input received in each one of them (e.g., Bohmann et al, 2009; De Houwer, Bornstein, & Putnick, 2014 ; Hoff et al., 2012 ; Place & Hoff, 2011 ; Rinker, Budde-Spengler, & Sachse, 2016 ; Song, Tamis-LeMonda, Yoshikawa, Kahana-Kalman, & Wu, 2011 ; for a review see Gatt & O’Toole, 2016 ; Hammer et al., 2014). A small to medium vocabulary disadvantage for bilingual children has been reported when only one language is considered and has been linked to reduction of input when the total language input is divided between two languages (Bialystok, Luk, Peets, & Yang, 2010 ; Cote & Bornstein, 2014 ; Hoff et al, 2012 ; Junker & Stockman, 2002 ; Klassert, Gagarina, & Kauschke, 2014 ; Quiroz et al, 2010 ; Thordardottir, 2011 ; for a review see Unsworth, 2013). Multilingual or foreign language family environments in Germany are very often confounded with specific characteristics of the social environment, including higher incidence of poverty, educational disadvantages, and discrimination (e.g., Kigel, McElvany, & Becker, 2015).…”

Section: Introductionmentioning

confidence: 99%

Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare

Stolarova¹,

Brielmann²,

Wolf³

et al. 2016

ACP

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This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children’s gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys’ and girls’ early vocabulary in different ways.

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Productive vocabulary among three groups of bilingual American children: Comparison and prediction

Cited by 28 publications

References 42 publications

Annual review of Asian American Psychology, 2014.

Annual review of Asian American Psychology, 2014.

Parenting in acculturation: two contemporary research designs and what they tell us

Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare

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