Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

Pace, Amy; Luo, Rufan; Levine, Dani; Iglesias, Aquiles; Villiers, Jill de; Golinkoff, Roberta Michnick; Wilson, Mary S.; Hirsh‐Pasek, Kathy

doi:10.1111/cdev.13418

Cited by 15 publications

(4 citation statements)

References 91 publications

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“…Using measures derived from narrative language samples from Spanish-English bilingual kindergarteners, Bedore et al (2010) found cross-language correlations in syntax (Spanish and English MLU in words were significantly correlated) but not in lexical diversity (Spanish and English NDW did not correlate). Pace and colleagues reported a similar pattern where cross-language associations were discovered for syntax but not for vocabulary (Pace et al, 2021). This pattern of relative weakness in vocabulary in one language also resonates with a notion from Parra, Hoff, and Core (2011) that vocabulary is relatively languagespecific because the mapping between a word label and its meaning is unique to each language.…”

Section: Uneven Performance Across Languages and Domainsmentioning

confidence: 69%

Dual Language Profiles in Spanish-Speaking English Learners

Rojas

Iglesias

2022

J Speech Lang Hear Res

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Purpose: The purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish–English bilingual children designated as English learners (ELs) by their school district. Method: Data for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type–token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles. Results: The optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages. Conclusions: Findings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development). Supplemental Material: https://doi.org/10.23641/asha.20151836

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Section: Uneven Performance Across Languages and Domainsmentioning

confidence: 69%

Dual Language Profiles in Spanish-Speaking English Learners

Rojas

Iglesias

2022

J Speech Lang Hear Res

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“…perceptual, social and grammatical) to learn words in a multitude of contexts. More recently, probabilistic learning theories have been posited to explain how children use general knowledge and several other factors either directly or indirectly linked to word learning contexts to acquire language (Christiansen et al, 2005;Pace et al, 2016). These theories propose that young children integrate multiple cues to track and distinguish between different properties of words (Christiansen & Monaghan, 2006).…”

Section: Emphasis Cues and Word Learningmentioning

confidence: 99%

Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls

et al. 2023

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This research investigated whether observing beat gesture and hearing contrastive accenting with novel words enhances their learning in early childhood and whether these effects differ by sex in light of sex differences in the pace of language development. Fifty-three 3- to 5-year-old boys and girls learned pairs of novel words with contrasting referents with beat gesture, contrastive accenting, both, or neither. Knowledge of these words was then tested via a referent identification task. Novel word learning did not differ by beat gesture or contrastive accenting, nor did use of these cues to support word learning differ by age. However, 3-year-old boys were better able to identify the referents of novel words learned with rather than without beat gesture, and boys’ ability to identify the referents of novel words learned without beat gesture improved from ages 3 to 5 years. By contrast, no such effects of beat gesture on novel word learning by age were observed for girls. These results suggest that, for 3-year-old boys, beat gesture may compensate for difficulty deducing contrast from speech alone, and that their reliance on beat gesture as a cue to contrast decreases as their ability to deduce contrast from speech improves during early childhood. Thus, beat gesture may serve as a visual cue to contrast that scaffolds young children’s learning of words with contrasting meanings by supplementing the use of cues to contrast conveyed via speech.

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“…Thus, measures of individual differences in the words that infants understand and produce are critical to research and practice. Developmental researchers use a variety of approaches to assess early language development (Bornstein & Haynes, 1998; Pace et al., 2021). Looking time and eye‐tracking studies test the words and grammar that infants and toddlers understand (Fernald et al., 1998; Golinkoff et al., 2013; Naigles, 2021).…”

Section: Introductionmentioning

confidence: 99%

Comparing apples to manzanas and oranges to naranjas: A new measure of English‐Spanish vocabulary for dual language learners

Tamis‐LeMonda,

Kachergis,

Masek

et al. 2024

Infancy

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The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language‐variety options. Item‐Response Theory analyses applied to Wordbank and Web‐CDI data (n = 2603, 12–18 months; n = 6722, 16–36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near‐perfect associations between DLL‐ES and CDI long‐form scores. Interviews with 10 Hispanic mothers of 18‐ to 24‐month‐olds (2 White, 1 Black, 7 multi‐racial; 6 female) provide a proof of concept for the value of the DLL‐ES for assessing the vocabularies of DLLs.

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Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

Cited by 15 publications

References 91 publications

Dual Language Profiles in Spanish-Speaking English Learners

Dual Language Profiles in Spanish-Speaking English Learners

Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls

Comparing apples to manzanas and oranges to naranjas: A new measure of English‐Spanish vocabulary for dual language learners

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