The home language environment of monolingual and bilingual children and their language proficiency
This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan–Dutch (n = 46) and Turkish–Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as...
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| Published in | Applied psycholinguistics Vol. 31; no. 1; pp. 117 - 140 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
New York, USA
Cambridge University Press
01.01.2010
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| Subjects | |
| Online Access | Get full text |
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| Abstract | This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan–Dutch (n = 46) and Turkish–Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan–Dutch children had higher second language (L2) vocabulary skills compared to Turkish–Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. |
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| AbstractList | ABSTRACT
This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (
n
= 58) and bilingual immigrant Moroccan–Dutch (
n
= 46) and Turkish–Dutch (
n
= 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan–Dutch children had higher second language (L2) vocabulary skills compared to Turkish–Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan-Dutch (n = 46) and Turkish-Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan-Dutch children had higher second language (L2) vocabulary skills compared to Turkish-Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. Adapted from the source document This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan–Dutch (n = 46) and Turkish–Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan–Dutch children had higher second language (L2) vocabulary skills compared to Turkish–Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan-Dutch (n = 46) and Turkish-Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan-Dutch children had higher second language (L2) vocabulary skills compared to Turkish-Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. (Contains 6 tables and 3 figures.) This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan-Dutch (n = 46) and Turkish-Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan-Dutch children had higher second language (L2) vocabulary skills compared to Turkish-Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input. [PUBLICATION ABSTRACT] |
| Author | MAYO, AZIZA Y. LESEMAN, PAUL P. M. SCHEELE, ANNA F. |
| Author_xml | – sequence: 1 givenname: ANNA F. surname: SCHEELE fullname: SCHEELE, ANNA F. email: a.f.scheele@uu.nl organization: Utrecht University – sequence: 2 givenname: PAUL P. M. surname: LESEMAN fullname: LESEMAN, PAUL P. M. organization: Utrecht University – sequence: 3 givenname: AZIZA Y. surname: MAYO fullname: MAYO, AZIZA Y. organization: University of London |
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| Copyright | Copyright © Cambridge University Press 2009 |
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| References | S0142716409990191_ref39 S0142716409990191_ref37 S0142716409990191_ref35 Hart (S0142716409990191_ref21) 1995 S0142716409990191_ref34 (S0142716409990191_ref47) 2005 Kroll (S0142716409990191_ref28) 2005 S0142716409990191_ref42 S0142716409990191_ref41 Stanat (S0142716409990191_ref49) 2006 Rosenhouse (S0142716409990191_ref45) 2005 S0142716409990191_ref29 Field (S0142716409990191_ref17) 2005 S0142716409990191_ref26 S0142716409990191_ref25 S0142716409990191_ref24 S0142716409990191_ref23 S0142716409990191_ref22 S0142716409990191_ref32 Leseman (S0142716409990191_ref33) 2006 S0142716409990191_ref18 Paradis (S0142716409990191_ref38) 1995; 22 Oller (S0142716409990191_ref36) 2002 Leseman (S0142716409990191_ref30) 2009 S0142716409990191_ref16 S0142716409990191_ref15 S0142716409990191_ref14 S0142716409990191_ref13 S0142716409990191_ref12 S0142716409990191_ref11 Kaplan (S0142716409990191_ref27) 1997 S0142716409990191_ref55 Patterson (S0142716409990191_ref40) 2004 Backus (S0142716409990191_ref2) 2005 Genesee (S0142716409990191_ref19) 2004 S0142716409990191_ref20 S0142716409990191_ref48 Butler (S0142716409990191_ref8) 2004 S0142716409990191_ref46 S0142716409990191_ref44 Raven (S0142716409990191_ref43) 1995 S0142716409990191_ref1 S0142716409990191_ref3 Verhoeven (S0142716409990191_ref52) 1995 S0142716409990191_ref5 S0142716409990191_ref4 S0142716409990191_ref7 S0142716409990191_ref6 S0142716409990191_ref9 S0142716409990191_ref10 S0142716409990191_ref54 S0142716409990191_ref53 S0142716409990191_ref51 S0142716409990191_ref50 |
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| Snippet | This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and... ABSTRACT This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch ( n = 58)... |
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| SubjectTerms | Bilingualism Child development Children Cognitive Ability Dutch language Educational activities Family Environment Foreign Countries Immigrants Indo European Languages Language Language Acquisition Language Proficiency Language Skills Linguistic Input Monolingualism Native language Native language acquisition Native languages Netherlands Oral Language Scores Second Language Learning Second language tests Socioeconomic Status Statistical Analysis Story Telling Transfer of Training Turkish Turkish language Uncommonly Taught Languages Vocabulary Development Vocabulary Skills |
| Title | The home language environment of monolingual and bilingual children and their language proficiency |
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