Cover not available
Part of
Input and Experience in Bilingual Development
Edited by Theres Grüter and Johanne Paradis
[Trends in Language Acquisition Research 13] 2014
► pp. 119–140

Properties of dual language input that shape bilingual development and properties of environments that shape dual language input

| Florida Atlantic University
| Florida Atlantic University
| Florida Atlantic University
| Florida Atlantic University

This chapter summarizes several studies of the relation of language input to language development in Spanish-English bilingual children in the U.S., studied from the age of 22 to 30 months. Analyses compare these children to monolingual children from SES-equivalent homes and also examine sources of variability between different groups of bilingual children. The findings suggest that differences in the quantity of input explain differences between bilinguals and monolinguals in the rate of English growth and that differences in the relative quantity and quality of input explain individual differences among bilingual children in their rates of English and Spanish growth. Some of the differences in bilingual children’s language environments can be traced to effects of family composition variables, specifically the presence of school-aged older siblings in the home and whether one or both parents are native Spanish speakers.

Published online: 24 October 2014
DOI logo
https://doi.org/10.1075/tilar.13.07hof
References
Anthony, J.L., Solari, E.J., Williams, J.M., Schoger, K.D., Zhang, Z., Branum-Martin, L., & Francis, D.J
(2009) Development of bilingual phonological awareness in Spanish-speaking English Language Learners: The roles of vocabulary, letter knowledge, and prior phonological awareness. Scientific Studies of Reading, 13, 535-564. DOI logoGoogle Scholar
Bialystok, E., Luk, G., Peets, K.F., & Yang, S
(2010) Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525-531. DOI logoGoogle Scholar
Bialystok, E
(2001) Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Bialystok, E., & Feng, X
(2011) Language proficiency and its implications for monolingual and bilingual children. In A.Y. Durgunoğlu, & C. Goldenberg (Eds.), Language and literacy development in bilingual settings (pp. 121-138). New York, NY: Guildford.Google Scholar
Bridges, K.A., & Hoff, E
(2014) Older sibling influences on the language environment and language development of toddlers in bilingual homes. Applied Psycholinguistics, 35, 225-241. DOI logoGoogle Scholar
Brownell, R
(Ed.) (2000) Expressive One-Word Vocabulary Test (3rd ed.). Novato, CA: Academic Therapy.Google Scholar
(2001) Expressive one-word picture vocabulary test manual: Spanish-English bilingual edition. Novato, CA: Academic Therapy Publications.Google Scholar
Byers-Heinlein, K
(2012) Parental language mixing: Its measurement and the relation of mixed input to young bilingual children's vocabulary size. Bilingualism: Language and Cognition, 16, 32-48. DOI logoGoogle Scholar
Castro, D.C., Páez, M.M., Dickinson, D.K., & Frede, E
(2011) Promoting language and literacy in young dual language learners: Research, practice, and policy. Child Development Perspectives, 5, 15-21. DOI logoGoogle Scholar
De Houwer, A
(2007) Parental language input patterns and children's bilingual use. Applied Psycholinguistics, 28, 411-422. DOI logoGoogle Scholar
De Houwer, A., & Bornstein, M
(2003, April). Balancing on the tightrope: Language use patterns in bilingual families with young children. Paper presented to the Fourth International Symposium on Bilingualism, Tempe, Arizona .
Eilers, R.E., Pearson, B.Z., & Cobo-Lewis, A.B
(2006) Social factors in bilingual development: The Miami experience. In P. McCardle, & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp. 68-90). Clevedon, UK: Multilingual Matters.Google Scholar
Elin Thordardottir, Rothenberg, A., Rivard, M.-E., & Naves, R
(2006) Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages? Journal of Multilingual Communication Disorders, 4, 1-21. DOI logoGoogle Scholar
Fenson, L., Marchman, V.A., Thal, D.J., Dale, P.S., Reznick, J.S., & Bates, E
(2007) MacArthur Communicative Development Inventories: User’s guide and technical manual (2nd ed.). Baltimore, MD: Paul H. Brookes.Google Scholar
Fernald, A
(2006) When infants hear two languages: Interpreting research on early speech perception by bilingual children. In P. McCardle, & E. Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp. 30-44). Clevedon, UK: Multilingual Matters.Google Scholar
Fernald, A., & Marchman, V.A
(2011) Causes and consequences of variability in early language learning. In I. Arnon, & E.V. Clark (Eds.), Experience, variation, and generalization: Learning a first language (pp. 181-202). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Gathercole, V.C.M
(2002a) Command of the mass/count distinction in bilingual and monolingual children: An English morphosyntactic distinction. In D.K. Oller, & R.E. Eilers (Eds.), Language and literacy in bilingual children (pp. 175-206). Clevedon, UK: Multilingual Matters.Google Scholar
(2002b) Grammatical gender in bilingual and monolingual children: A Spanish morphosyntactic distinction. In D.K. Oller, & R.E. Eilers (Eds.), Language and literacy in bilingual children (pp. 207-219). Clevedon, UK: Multilingual Matters.Google Scholar
(2002c) Monolingual and bilingual acquisition: Learning different treatments of that-trace phenomena in English and Spanish. In D.K. Oller, & R.E. Eilers (Eds.), Language and literacy in bilingual children (pp. 220-254). Clevedon, UK: Multilingual Matters.Google Scholar
Gathercole, V.C.M., & Thomas, E.M
(2009) Bilingual first-language development : Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12, 213-237. DOI logoGoogle Scholar
Gleitman, L.R., & Newport, E.L
(1995) The invention of language by children: Environmental and biological influences on the acquisition of language. In D.N. Osherson (Ed.), An invitation to cognitive science: Vol 1. Language (2nd ed., pp. 1-24). Cambridge, MA: The MIT Press.Google Scholar
Hammer, C.S., Davison, M.D., Lawrence, F.R., & Miccio, A.W
(2009) The effect of maternal language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13, 99-121. DOI logoGoogle Scholar
Hammer, C.S., Komaroff, E., Rodriguez, B.L., Lopez, L.M., Scarpino, S.E., & Goldstein, B
(2012) Predicting Spanish-English bilingual children’s language abilities. Journal of Speech, Language, and Hearing Research, 55, 1251-1264. DOI logoGoogle Scholar
Hart, B., & Risley, T.R
(1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes.Google Scholar
Haskins, R., Greenberg, M., & Fremstad, S
(2004) Federal policy for immigrant children: Room for common ground. The Future of Children, 14, 1-5.Google Scholar
Hoff, E
(2006) How social contexts support and shape language development. Developmental Review, 26, 55-88. DOI logoGoogle Scholar
(2013) Interpreting the early language trajectories of children from low SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4-14. DOI logoGoogle Scholar
Hoff, E., Coard, W., & Señor, M
(2013, April). Bilingual parents’ child-directed speech in two languages. Poster presented at the meeting of the Society for Research in Child Development, Seattle, WA.Google Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M
(2012) Dual language exposure and early bilingual development. Journal of Child Language, 39, 1-27. DOI logoGoogle Scholar
Hoff, E., Rumiche, R., Burridge, A., Ribot, K.M., & Welsh, S.N
(2014) Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early Childhood Research Quarterly, 29, 433-444. DOI logoGoogle Scholar
Huttenlocher, J., Waterfall, H., Vasilyeva, M., & Vevea, J.H., & Hedges, L.V
(2010) Sources of variability in children's language growth. Cognitive Psychology, 61, 343-365. DOI logoGoogle Scholar
Jackson-Maldonado, D., Thal, D.J., Marchman, V., Fenson, L., Newton, T., & Conboy, B
(2003) MacArthur inventarios del desarrollo de habilidades comunicativas: User’s guide and technical manual. Baltimore, MD: Paul H. Brookes.Google Scholar
Kovács, Á. M., & Mehler, J
(2009) Flexible learning of multiple speech structures in bilingual infants. Science, 325, 611-612. DOI logoGoogle Scholar
Marchman, V.A., Fernald, A., & Hurtado, N
(2010) How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals. Journal of Child Language, 37, 817-840. DOI logoGoogle Scholar
Moeller, M.P., & Schick, B
(2006) Relations between maternal input and theory of mind understanding in deaf children. Child Development Perspectives, 77, 751-766. DOI logoGoogle Scholar
Oller, D.K., & Eilers, R
(Eds.) (2002) Language and literacy in bilingual children. Clevedon, UK: Multilingual Matters.Google Scholar
Paradis, J
(2011) Individual differences in child English second language acquisition. Linguistic Approaches to Bilingualism, 1, 213-237. DOI logoGoogle Scholar
Parra, M., Hoff, E., & Core, C
(2011) Relations among language exposure, phonological memory, and language development in Spanish-English bilingually developing 2-year-olds. Journal of Experimental Child Psychology, 108, 113-125. DOI logoGoogle Scholar
Pearson, B.Z
(2007) Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28, 399-410. DOI logoGoogle Scholar
(2008) Raising a bilingual child.New York, NY: Living Language/Random House.Google Scholar
Pearson, B.Z., Fernández, S.C., Lewedeg, V., & Oller, D.K
(1997) The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41-58. DOI logoGoogle Scholar
Petitto, L.A., Katerelos, M., Levy, B.G., Gauna, K., Tétreault, K., & Ferraro, V
(2001) Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition. Journal of Child Language, 28, 453-496. DOI logoGoogle Scholar
Place, S
(2012) Language separation and intermingling in young children’s bilingual environments and their effects on children’s dual language development and use. Doctoral dissertation, Florida Atlantic University.Google Scholar
Place, S., & Hoff, E
(2011) Properties of dual language exposure that influence two-year-olds’ bilingual proficiency. Child Development, 82, 1834-1849. DOI logoGoogle Scholar
2014). Properties of input that do and do not affect bilingual development. Manuscript submitted for publication.
Ribot, K.M
(2012) Language production and comprehension in bilingual children. MA thesis, Florida Atlantic University.Google Scholar
Rowe, M.L
(2012) A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762-1774. DOI logoGoogle Scholar
Vagh, S.B., Pan, B.A., & Mancilla-Martinez, J
(2009) Measuring growth in bilingual and monolingual children's English productive vocabulary development: The utility of combining parent and teacher report. Child Development, 80, 1545-1563. DOI logoGoogle Scholar
Zimmerman, I.L., Steiner, V.G., & Pond, R.E
(2002a) Preschool Language Scale: Examiner’s manual (4th ed.). San Antonio, TX: Harcourt Assessment.Google Scholar
(2002b) Preschool language scale Spanish: Examiner’s manual (4th ed.). San Antonio, TX: Harcourt Assessment.Google Scholar
Cited by

Cited by 24 other publications

Baralt, Melissa, Ashley Darcy Mahoney & Natalie Brito
2020. Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism. Child Language Teaching and Therapy 36:1 ► pp. 33 ff. DOI logo
Binks, Hanna L. & Enlli Môn Thomas
2023. Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff. DOI logo
Brito, Natalie H. & Kimberly G. Noble
2018. The independent and interacting effects of socioeconomic status and dual‐language use on brain structure and cognition. Developmental Science 21:6 DOI logo
Budde-Spengler, Nora, Steffi Sachse & Tanja Rinker
2021. The relationship between input factors and early lexical knowledge in Turkish-German children. International Journal of Bilingual Education and Bilingualism 24:8 ► pp. 1091 ff. DOI logo
Cantone, Katja F.
2022. Language exposure in early bilingual and trilingual acquisition. International Journal of Multilingualism 19:3 ► pp. 402 ff. DOI logo
Escudero, Paola, Criss Jones Diaz, John Hajek, Gillian Wigglesworth & Eline Adrianne Smit
2020. Probability of Heritage Language Use at a Supportive Early Childhood Setting in Australia. Frontiers in Education 5 DOI logo
Farabolini, Gianmatteo, Pasquale Rinaldi, Maria Cristina Caselli & Alejandrina Cristia
2022. Non-word repetition in bilingual children: the role of language exposure, vocabulary scores and environmental factors. Speech, Language and Hearing 25:3 ► pp. 283 ff. DOI logo
Giguere, David & Erika Hoff
2024. Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages. International Journal of Bilingual Education and Bilingualism 27:2 ► pp. 240 ff. DOI logo
Karpava, Sviatlana
2023. Narrative abilities and grammaticality of Russian heritage children. Journal of Monolingual and Bilingual Speech 5:2 ► pp. 153 ff. DOI logo
Kim, Jae-Hyun, Elaine Ballard & Clare McCann
2016. Error Analysis of Korean-English Bilingual Children’s Speech Productions. Clinical Archives of Communication Disorders 1:1 ► pp. 11 ff. DOI logo
Li, Yezhou & Luca Onnis
2022. Properties of child-directed speech in bilingual parents. Linguistic Approaches to Bilingualism 12:6 ► pp. 715 ff. DOI logo
Marc Goodrich, J., Lisa Fitton & Lauren Thayer
2023. Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis. Annals of Dyslexia 73:1 ► pp. 6 ff. DOI logo
Marchman, Virginia A., Vanessa N. Bermúdez, Janet Y. Bang & Anne Fernald
2020. Off to a good start: Early Spanish‐language processing efficiency supports Spanish‐ and English‐language outcomes at 4½ years in sequential bilinguals. Developmental Science 23:6 DOI logo
Neveu, Anne, Ishanti Gangopadhyay, Susan Ellis Weismer & Margarita Kaushanskaya
2023. Immersion in dual-language programs does not impede children’s native language processing. International Journal of Bilingualism 27:5 ► pp. 815 ff. DOI logo
Nic Fhlannchadha, Siobhán & Tina M. Hickey
2019. Assessing children’s proficiency in a minority language: exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals. Language and Education 33:4 ► pp. 340 ff. DOI logo
O’Grady, William, Raina Heaton & Sharon Bulalang
2023. The Roots of Endangerment. Linguistic Approaches to Bilingualism 13:1 ► pp. 83 ff. DOI logo
Paradis, Johanne & Ruiting Jia
2017. Bilingual children's long‐term outcomes in English as a second language: language environment factors shape individual differences in catching up with monolinguals. Developmental Science 20:1 DOI logo
Ro, Eunseok & Hyunwoo Kim
2022. The effects of extensive reading on young Korean students’ construction development. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 957 ff. DOI logo
Ro, Eunseok & Hyunwoo Kim
2022. The effects of extensive reading on young Korean students’ construction development. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 957 ff. DOI logo
Shevchuk-Kliuzheva, Olha & Marzena Błasiak-Tytuła
2023. The Vocabulary Skills of Ukrainian Pre-schoolers in Poland. Cognitive Studies | Études cognitives :23 DOI logo
Singh, Leher, Wei‐Jun Jean Yeung, Qiqi Cheng & Elisa Y‐T Heng
2023. The home literacy environment mediates effects of socio‐economic status on infant vocabulary development. Developmental Science 26:4 DOI logo
Sorenson Duncan, Tamara & Johanne Paradis
2020. How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English?. International Journal of Bilingualism 24:1 ► pp. 46 ff. DOI logo
Wood, Carla, Lisa Fitton & Estrella Rodriguez
2018. Home Literacy of Dual-Language Learners in Kindergarten From Low-SES Backgrounds. AERA Open 4:2 ► pp. 233285841876961 ff. DOI logo
[no author supplied]
2018. REFERENCES. Monographs of the Society for Research in Child Development 83:1 ► pp. 91 ff. DOI logo

This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.