Reading to bilingual preschoolers: An experimental study of two book formats

Brouillard, Melanie; Dubé, Daphnée; Byers‐Heinlein, Krista

doi:10.1002/icd.2294

Cited by 11 publications

(10 citation statements)

References 77 publications

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“…Our study was novel in using an online tablet touchscreen task, and our findings are congruent with results using bilingual book reading methods. For example, Brouillard et al (2022) showed that 5-year-old French–English bilingual children were able to learn words in both languages and were not affected by whether languages were interleaved or blocked in the books. Similar results have also been reported in another study with Spanish–English bilingual children (Read et al, 2021), although this study tested word learning in bilingual children’s non-dominant language only.…”

Section: Discussionmentioning

confidence: 99%

“…” Other bilingual caregivers interact with their children in long bouts using a single language (i.e., a “one-language-at-a-time” strategy); for example, a French–English caregiver may use only English when reading books together with their child but use French for the rest of their day so that their child would hear the word “dog” during storytime and hear “ chien ” at other times. These two common styles of exposing bilingual children to words are also manifested in formats of bilingual children’s books (Ahooja et al, 2022), in which texts from two languages may be separated or blocked or the two languages may be interwoven in the same text (Brouillard et al, 2022; Read et al, 2021; Thibeault & Matheson. 2020).…”

Section: Caregivers’ Language Switchingmentioning

confidence: 99%

See 1 more Smart Citation

Patterns of language switching and bilingual children’s word learning: An experiment across two communities.

Tsui¹,

Kosie²,

Fibla³

et al. 2023

Translational Issues in Psychological Science

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Language switching is common in bilingual environments, including those of many bilingual children. Some bilingual children hear rapid switching that involves immediate translation of words (an "immediate-translation" pattern), while others hear their languages most often in long blocks of a single language (a "one-language-at-a-time" pattern). Our two-site experimental study compared two groups of developing bilinguals from different communities, and investigated whether differences in the timing of language switching impose different demands on bilingual children's learning of novel nouns in their two languages: do children learn differently if they hear a translation immediately versus if they hear translations more separated in time? Using an at-home online tablet word learning task, data were collected asynchronously from 3-to 5-year-old bilinguals from French-English bilingual families in Montreal, Canada (N = 31) and Spanish-English bilingual families in New Jersey, USA (N = 22). Results showed that bilingual children in both communities readily learned new words, and their performance was similar across the immediate-translation and one-language-at-a-time conditions. Our findings highlight that different types of bilingual interactions can provide equal learning opportunities for bilingual children's vocabulary development.What is the significance of this article for the general public? This study explored whether different patterns of language switching affect bilingual children's word learning-a question that is often asked by caregivers raising bilingual children. Our results show that different patterns of bilingual interaction provide equal learning opportunities for bilingual children's vocabulary development.

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Section: Discussionmentioning

confidence: 99%

Section: Caregivers’ Language Switchingmentioning

confidence: 99%

Patterns of language switching and bilingual children’s word learning: An experiment across two communities.

Tsui¹,

Kosie²,

Fibla³

et al. 2023

Translational Issues in Psychological Science

Self Cite

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Patterns of language switching and bilingual children’s word learning: An experiment across two communities

Tsui¹,

Kosie

Fibla³

et al. 2022

Preprint

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Language switching is common in bilingual environments, including those of many bilingual children. Some bilingual children hear rapid switching that involves immediate translation of words (an ‘immediate-translation’ pattern), while others hear their languages most often in long blocks of a single language (a ‘one-language-at-a-time’ pattern). Our two-site experimental study compared two groups of developing bilinguals from different communities, and investigated whether differences in the timing of language switching impose different demands on bilingual children’ learning of novel nouns in their two languages: do children learn differently if they hear a translation immediately vs. if they hear translations more separated in time? Using an at-home online tablet word learning task, data were collected asynchronously from 3- to 5-year-old bilinguals from French–English bilingual families in Montreal, Canada (N = 31) and Spanish–English bilingual families in New Jersey, USA (N = 22). Results showed that bilingual children in both communities readily learned new words, and their performance was similar across the immediate-translation and one-language-at-a-time conditions. Our findings highlight that different types of bilingual interactions can provide equal learning opportunities for bilingual children’s vocabulary development.

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“…Supporting this proposal, in Urdu/Punjabi-English bilingual children, shared reading with bilingual books in the classroom promoted knowledge of English lettersound correspondences (Naqvi et al, 2013). In a laboratory setting, children learned novel words in English and French equally well when presented in single-language and bilingual book formats (Brouillard et al, 2022). An additional benefit to bilingual books is that they make more efficient use of bilingual families' resources, as one bilingual book is equivalent to two singlelanguage books.…”

Section: Bilingual Booksmentioning

confidence: 97%

Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

Quirk,

Brouillard,

Byers-Heinlein

2024

Bilingual Research Journal

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Reading to bilingual preschoolers: An experimental study of two book formats

Abstract: The data, materials, and code that support the findings of this study are available at osf.io/yf8gx/?view_only=ab44925b9b904de7b8bbe11724909286.

Cited by 11 publications

References 77 publications

Patterns of language switching and bilingual children’s word learning: An experiment across two communities.

Patterns of language switching and bilingual children’s word learning: An experiment across two communities.

Patterns of language switching and bilingual children’s word learning: An experiment across two communities

Reading in two languages: Parents’ strategy and language use across book formats during bilingual shared reading

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