How bilingual development is the same as and different from monolingual development
DOI :
https://doi.org/10.18192/olbiwp.v8i0.2114Mots-clés :
trajectoires bilingues, bilinguisme minoritaire vs. majoritaire, effets de l’intrant (input), effets de l’extrant (output)Résumé
À partir des données de deux études longitudinales menées sur des enfants âgés de 2 à 5 ans (un groupe de bilingues acquérant l’espagnol et l’anglais, et l’autre composé de monolingues anglais), nous comparons les processus et résultats de l’acquisition langagière bilingue simultanée face à son pendant monolingue. Il en résulte, essentiellement, que les processus sont identiques. En revanche, les résultats divergent en fonction des environnements immédiats du développement langagier — qu’il soit bilingue ou monolingue — et de contextes socioculturels plus larges. Les processus communs sont liés, d’une part, à la croissance langagière en matière de qualité et de quantité d’exposition, et, d’autre part, à la relation entre cette même croissance et l’usage que les enfants en font eux-mêmes. Les divergences en matière de résultats reposent sur les différences dans le taux de développement langagier et sur les profils de compétences expressives et réceptives des locuteurs.
Références
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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
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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
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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.
“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.
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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