The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

Anda, Stephanie De; Bosch, Laura; Poulin‐Dubois, Diane; Zesiger, Pascal; Friend, Margaret

doi:10.1044/2016_jslhr-l-15-0234

Cited by 123 publications

(80 citation statements)

References 52 publications

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“…The pre‐study lifetime estimate was obtained during the interview portion of the initial laboratory visit. We asked caregivers a series of questions that are typical of other language interview formats from other laboratories (Bosch & Sebastián‐Gallés, ; DeAnda et al, ), following established practices for conducting the language interview (Byers‐Heinlein et al, ). To help caregivers recall what languages their child typically hears at home, we first asked them a range of questions, including what languages each member of the household spoke to each other, what languages their child was exposed to in different contexts (television, play time, meal time, book reading, songs), and what languages other members of their family or community spoke to them (grandparents, family friends, neighbours, day care teacher).…”

Section: Methodsmentioning

confidence: 99%

“…One predictor variable that has received much attention is a bilingual child’s relative amount of experience with each of their languages. For practical reasons, this variable is typically assessed through parent reports – either via daily diaries filled out by caregivers (Place & Hoff, ), or detailed interviews with them (Byers‐Heinlein et al, ; DeAnda, Bosch, Poulin‐Dubois, Zesiger, & Friend, ). Caregivers are asked to document or estimate the languages that infants hear directly from speakers in their environment.…”

Section: Introductionmentioning

confidence: 99%

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What do bilingual infants actually hear? Evaluating measures of language input to bilingual‐learning 10‐month‐olds

Orena¹,

Byers‐Heinlein

Polka³

2019

Developmental Science

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Examining how bilingual infants experience their dual language input is important for understanding bilingual language acquisition. To assess these language experiences, researchers typically conduct language interviews with caregivers. However, little is known about the reliability of these parent reports in describing how bilingual children actually experience dual language input. Here, we explored the quantitative nature of dual language input to bilingual infants. Furthermore, we described some of the heterogeneity of bilingual exposure in a sample of French–English bilingual families. Participants were 21 families with a 10‐month‐old infant residing in Montréal, Canada. First, we conducted language interviews with the caregivers. Then, each family completed three full‐day recordings at home using the Language Environment Analysis recording system. Results showed that children’s proportion exposure to each language was consistent across the two measurement approaches, indicating that parent reports are reliable for assessing a bilingual child’s language experiences. Further exploratory analyses revealed three unique findings: (a) there can be considerable variability in the absolute amount of input among infants hearing the same proportion of input, (b) infants can hear different proportions of language input when considering infant‐directed versus overheard speech, (c) proportion of language input can vary by day, depending on who is caring for the infant. We conclude that collecting naturalistic recordings is complementary to parent‐report measures for assessing infant’s language experiences and for establishing bilingual profiles.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What do bilingual infants actually hear? Evaluating measures of language input to bilingual‐learning 10‐month‐olds

Orena¹,

Byers‐Heinlein

Polka³

2019

Developmental Science

View full text Add to dashboard Cite

show abstract

“…Estimates of daily language exposure were derived from parent reports of the number of hours of language input by parents, relatives, and other caregivers in contact with the infants. Only those infants with at least 80% language exposure to English were included in the study (DeAnda, Bosch, Poulin-Dubois, Zesiger, & Friend, 2016; DeAnda, Hendrickson, Zesiger, Poulin-Dubois, & Friend, 2016). …”

Section: Methodsmentioning

confidence: 99%

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Hendrickson

Poulin‐Dubois

Zesiger

et al. 2017

Journal of Experimental Child Psychology

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Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future.

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“…This questionnaire has been used in previous studies to measure infants' exposure to the languages that they hear (De Anda, Bosch, Poulin-Dubois, Zesiger & Friend, 2016). The experimenter conducted an interview with a parent at each wave of data collection, to ask who communicates with the child on a weekly basis (e.g., parents, educator, grandparents, etc.…”

Section: Experiments 1: Methodsmentioning

confidence: 99%

“…Language exposure was assessed in the same manner as in Experiment 1 (De Anda, Bosch, Poulin-Dubois, Zesiger & Friend, 2016). …”

Section: Experiments 2: Methodsmentioning

confidence: 99%

Dogorchien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals

Legacy¹,

Reider²,

Crivello³

et al. 2016

J. Child Lang.

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In order to address gaps in the literature surrounding the acquisition of translation equivalents (TEs) in young bilinguals, two experiments were conducted. In Experiment 1, TEs were measured in the expressive vocabularies of 34 French-English bilinguals at 1;4, 1;10, and 2;6 using the MacArthur Bates CDI. Children's acquisition of TEs occurred gradually, with more balanced ratios of exposure and vocabulary associated with larger proportions of TEs at each wave. Experiment 2 compared a direct measure of TE comprehension with parent report of the same set of words. Results showed that parents may over-report children's TE comprehension, as our sample of two-year-old French-English bilinguals (n = 20) comprehended fewer TEs on a direct measure of receptive vocabulary than parents reported on the vocabulary checklist. The present study provides an original contribution to the literature on bilingual vocabulary development by employing both a longitudinal design and a direct measure of TE comprehension.

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The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

Cited by 123 publications

References 52 publications

What do bilingual infants actually hear? Evaluating measures of language input to bilingual‐learning 10‐month‐olds

What do bilingual infants actually hear? Evaluating measures of language input to bilingual‐learning 10‐month‐olds

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Dogorchien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals

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