How bilingual development is the same as and different from monolingual development
DOI:
https://doi.org/10.18192/olbiwp.v8i0.2114Keywords:
bilingual trajectories, minority–majority language bilingualism, input effects, output effectsAbstract
Based on data from two longitudinal studies of 2- to 5-year-old Spanish- and English-learning bilingual children and English-learning monolingual children, we compare the processes and outcomes of simultaneous bilingual development to those of monolingual development. We find, in essence, that the processes are the same. The outcomes differ, however, because the immediate environments and larger sociocultural contexts of bilingual and monolingual development differ. Common processes include a dependence of language growth on the quantity and quality of language exposure and a relation between children’s own language use and their language growth. Differences in outcomes include the rate of language development and the profiles of expressive and receptive skills.
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Hoff, E., & Rumiche, R. (2012). Studying children in bilingual environments. In E. Hoff (Ed.), Research methods in child language: A practical guide (pp. 300– 316). Wiley-Blackwell.
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:10.1016/j.ecresq.2014.04.012
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Jackson–Maldonado, D., Thal, D.J., Fenson, L., Marchman, V., Newton, T. & Conboy, B. (2003). El inventario del desarrollo de habilidades comunicativas: User’s guide and technical manual. Baltimore: Paul H. Brookes.
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Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82, 1834–1849. doi:10.1111/j. 1467-8624.2011.01660.x
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Ribot, K.M., & Hoff, E. (2014). “¿Cómo estas?” “I’m good.” Conversational code- switching is related to profiles of expressive and receptive proficiency in Spanish–English bilingual toddlers. International Journal of Behavioral Development, 38, 333–341. doi:10.1177/0165025414533225
Ribot, K.M., Hoff, E., & Burridge, A. (2017). Language use contributes to expressive language growth: Evidence from bilingual children. Child Development. doi: 10.1111/cdev.12770
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 292–299). Mahwah, NJ: Routledge.
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J.K. Peyton, D.A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource. Language in education: Theory and practice (pp. 37–77). McHenry, IL: Delta Systems.
Zimmerman, I.L., Steiner, V.G., & Pond, R.E. (2002). Preschool Language Scale (4th ed.. San Antonio, TX: Harcourt Assessment.
Bohman, T., Bedore, L.M., Peña, E.D., Mendez-Perez, A., & Gillam, R.B. (2010). What you hear and what you say: Language performance in Spanish English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325–344. doi: 10.1080/13670050903342019
de Bot, K. (1996). The psycholinguistics of the output hypothesis. Language Learning, 46, 529–555. doi:10.1111/j.1467-1770.1996.tb01246.x
Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test: Manual. Novato, CA: Academic Therapy Publications.
Brownell, R. (2001). Expressive One-Word Picture Vocabulary Test — Spanish–English Bilingual Edition. Novato, CA: Academic Therapy Publications.
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: Multilingual Matters.
Fenson, L., Dale, P.S., Reznick, J.S., Thal, D., Bates, E., Hartung, J.P., Pethick, S. & Reilly, J.S. (1993). The MacArthur Communicative Development Inventories: User’s guide and technical manual. San Diego: Singular Publishing Group.
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
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:10.1017/S0305000910000759
Hoff, E., & Ribot, M. (2016). Trajectories of monolingual and bilingual development from 21/2 to 5 years. Unpublished manuscript.
Hoff, E., & Rumiche, R. (2012). Studying children in bilingual environments. In E. Hoff (Ed.), Research methods in child language: A practical guide (pp. 300– 316). Wiley-Blackwell.
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:10.1016/j.ecresq.2014.04.012
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236–248. doi:10.1037/0012-1649.27.2.236
Jackson–Maldonado, D., Thal, D.J., Fenson, L., Marchman, V., Newton, T. & Conboy, B. (2003). El inventario del desarrollo de habilidades comunicativas: User’s guide and technical manual. Baltimore: Paul H. Brookes.
“Languages in Broward County, Florida (County)” (updated on Apr. 17, 2015, v1.0.9324:9326). Data from the US Census Bureau. statisticalatlas.com/county/Florida/Broward- County/Languages
Oller, D.K., & Eilers, R.E. (Eds.). (2002). Language and literacy in bilingual children (Vol. 2). Clevedon: Multilingual Matters.
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:10.1017/S0142716400009863
Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82, 1834–1849. doi:10.1111/j. 1467-8624.2011.01660.x
Place, S. & Hoff, E. (2016). Effects and noneffects of input in bilingual environments on dual language skills in 21/2-year-olds. Bilingualism:
Language and Cognition, 19, 1023–1014. doi:10.1017/S1366728915000322
Ribot, K.M., & Hoff, E. (2014). “¿Cómo estas?” “I’m good.” Conversational code- switching is related to profiles of expressive and receptive proficiency in Spanish–English bilingual toddlers. International Journal of Behavioral Development, 38, 333–341. doi:10.1177/0165025414533225
Ribot, K.M., Hoff, E., & Burridge, A. (2017). Language use contributes to expressive language growth: Evidence from bilingual children. Child Development. doi: 10.1111/cdev.12770
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 292–299). Mahwah, NJ: Routledge.
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J.K. Peyton, D.A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource. Language in education: Theory and practice (pp. 37–77). McHenry, IL: Delta Systems.
Zimmerman, I.L., Steiner, V.G., & Pond, R.E. (2002). Preschool Language Scale (4th ed.. San Antonio, TX: Harcourt Assessment.
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2017-08-08
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