Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms
TL;DR: This paper found that bilingual children were slower to develop early vocabulary than was the monolingual comparison group, and that the degree of overlap between the bilingual children's lexical knowledge in one language and their knowledge in the other was significant.
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Abstract: This study compares lexical development in a sample of 25 simultaneous bilingual and 35 monolingual children for whom semilongitudinal data were collected between the ages of 8 and 30 months. A standardized parent report form, the MacArthur Communicative Development Inventory (1989), was used to assess the children's receptive and productive vocabulary in English and/or Spanish. A methodology was devised to assess the degree of overlap between the bilingual children's lexical knowledge in one language and their knowledge in the other. Using the measures presented here, there was no statistical basis for concluding that the bilingual children were slower to develop early vocabulary than was the monolingual comparison group. The wide range of vocabulary sizes observed at these ages in normally developing children (Fenson et al., 1991) was observed in these bilingual children as well. The close correspondence of the pattern of the bilinguals' growth in two languages at once to monolinguals' growth in one suggests that norms for lexical development in bilinguals should be made with reference to the children's performance in two languages together.
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References
The validity of a parent report measure of vocabulary and syntax at 24 months.
TL;DR: A newly revised questionnaire for the assessment of vocabulary and syntactic development, the MacArthur Communicative Development Inventory: Toddlers, is evaluated and concurrent validity correlations demonstrate high validity for parent report in both domains.
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The Mirror of Language: The Debate on Bilingualism
TL;DR: Bilingualism and Intelligence as mentioned in this paper The Bilingual Mind and Bilingual Education: Reflections on Bilingualism, Bilingual education, and the Bilingual Mentor, is an example of a bilingual education.
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Measuring Bilingual Children's Receptive Vocabularies
TL;DR: It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language.
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Word magic revisited: monolingual and bilingual children's understanding of the word-object relationship.
Tamar Rosenblum,Steven A. Pinker +1 more
TL;DR: It is suggested that neither bilingual nor monolingual children are necessarily subject to "word magic"; rather, monolingUALs have learned that an object can have more than 1 name by virtue of its various attributes, whereas bilingual children have learned, in addition, that anobject can haveMore than 1Name by virtueOf the different social contexts in which its name is used.
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