ASHAWire
Advanced search
Skip main navigation
Close Drawer MenuOpen Drawer Menu
No AccessJournal of Speech, Language, and Hearing ResearchResearch Article1 Oct 2014

The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

    https://doi.org/10.1044/2014_JSLHR-L-13-0055

    Abstract

    Purpose

    The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills.

    Method

    Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages.

    Results

    Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills.

    Conclusion

    These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

    Supplemental Material

    https://doi.org/10.23641/asha.6170465

    References

    • August, D., Carlo, M., Dressler, C., & Snow, C. E. (2005). The critical role of vocabulary development for English language learners.Learning Disabilities Research and Practice, 20, 50–57.
      CrossrefGoogle Scholar
    • Ben Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development.Child Development, 48, 1009–1018.
      CrossrefGoogle Scholar
    • Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems.Scientific Studies of Reading, 9, 43–61.
      CrossrefGoogle 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.
      CrossrefMedlineGoogle Scholar
    • David, A., & Wei, L. (2008). Individual differences in the lexical development of French-English bilingual children.International Journal of Bilingual Education and Bilingualism, 11, 598–618.
      CrossrefGoogle Scholar
    • De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2013, January28). A bilingual-monolingual comparison of young children's vocabulary size: Evidence from comprehension and production.Applied Psycholinguistics, 1–23.
      Google Scholar
    • Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes.
      Google Scholar
    • Dixon, L. Q., Wu, S., & Daraghmeh, A. (2012). Profiles in bilingualism: Factors influencing kindergarteners' language proficiency.Early Childhood Education Journal, 40, 25–34.
      CrossrefGoogle Scholar
    • Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcaim, D. N., & Kurs-Lasky, M. (1999). Maternal education and measures of early speech and language.Journal of Speech, Language, and Hearing Research, 42, 1432–1443.
      LinkGoogle Scholar
    • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement.Developmental Psychology, 43, 1428–1446.
      CrossrefMedlineGoogle Scholar
    • Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: AGS.
      Google Scholar
    • Dunn, L. M., Padilla, E. R., Lugo, D. E., & Dunn, L. M. (1986). Test de Vocabulario en Imágenes Peabody (Adaptación Hispanoamericana) [Peabody Picture Vocabulary Test Hispanic American version]. Circle Pines, MN: AGS.
      Google Scholar
    • Eilers, R. E., Pearson, B. Z., & Cobo-Lewis, A. B. (2006). The social circumstances of childhood bilingualism: The Miami experience.In P. McCardle, & E. Hoff (Eds.), Childhood bilingualism (pp. 68–90). Clevedon, United Kingdom: Multilingual Matters.
      CrossrefGoogle Scholar
    • Ensminger, M. E., & Fothergill, K. (2003). A decade of measuring SES: What it tells us and where to go from here.In M. H. Bornstein, & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 13–28). Mahwah, NJ: Erlbaum.
      Google Scholar
    • Feldman, H. M., Dollaghan, C. A., Campbell, T. E., Kurs-Lasky, M., Janosky, J. E., & Paradise, J. L. (2000). Measurement properties of the MacArthur Communication Development Inventory at ages one and two years.Child Development, 71, 310–322.
      CrossrefMedlineGoogle Scholar
    • Fernández, M. C., Pearson, B. Z., Umbel, V. M., Oller, D. K., & Molinet-Molina, M. (1992). Bilingual receptive vocabulary in Hispanic preschool children.Hispanic Journal of Behavioral Sciences, 14, 268–276.
      CrossrefGoogle Scholar
    • Flege, J. E., Munro, M. J., & MacKay, I. R. A. (1995). Effects of age of second-language learning on the production of English consonants.Speech Communication, 16, 1–26.
      CrossrefGoogle Scholar
    • Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development and disorders: A handbook of bilingualism and second language learning ( 11). Baltimore, MD: Brookes.
      Google Scholar
    • Gibson, T. A., Oller, D. K., Jarmulowicz, L., & Ethington, C. A. (2012). The receptive-expressive gap in the vocabulary of young second-language learners: Robustness and possible mechanisms.Bilingualism: Language and Cognition, 15, 102–116.
      CrossrefMedlineGoogle Scholar
    • Hammer, C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, G. (2012). Predicting Spanish–English bilingual children's language abilities.Journal of Speech, Language, and Hearing Research, 55, 1251–1264.
      LinkGoogle Scholar
    • Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2008). Exposure to English before and after entry into Head Start: Bilingual children's receptive language growth in Spanish and English.International Journal of Bilingual Education and Bilingualism, 11, 30–56.
      CrossrefMedlineGoogle Scholar
    • Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
      Google Scholar
    • Hemsley, G., Holm, A., & Dodd, B. (2006). Diverse but not different: The lexical skills of two primary age bilingual groups in comparison to monolingual peers.International Journal of Bilingualism, 10, 453–476.
      CrossrefGoogle Scholar
    • Hoff, E. (2003). The specificity of environmental influences: Socioeconomic status affects early vocabulary development via maternal speech.Child Development, 74, 1368–1378.
      CrossrefMedlineGoogle 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.
      CrossrefMedlineGoogle Scholar
    • Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting.In M. H. Bornstein (Ed.), Handbook of parenting. Ecology and biology of parenting (Vol. 2, pp. 161–188). Mahwah, NJ: Erlbaum.
      Google Scholar
    • Hoff, E., & Naigles, L. (2002). How children use input in acquiring a lexicon.Child Development, 73, 418–443.
      CrossrefMedlineGoogle Scholar
    • Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children.Developmental Science, 11, F31–F39.
      CrossrefMedlineGoogle Scholar
    • 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.
      CrossrefGoogle Scholar
    • Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children's language growth.Cognitive Psychology, 61, 343–365.
      CrossrefMedlineGoogle Scholar
    • Jia, G., Aaronson, D., & Wu, Y. (2002). Long-term language attainment of bilingual immigrants: Predictive variables and language group differences.Applied Psycholinguistics, 23, 599–621.
      CrossrefGoogle Scholar
    • Jia, G., & Anderson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States.Applied Psycholinguistics, 24, 131–161.
      CrossrefGoogle Scholar
    • Jia, G., & Fuse, A. (2007). Acquisition of English grammatical morphology by native Mandarin-speaking children and adolescents: Age-related differences.Journal of Speech, Language, and Hearing Research, 50, 1280–1299.
      LinkGoogle Scholar
    • Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Brief Intelligence Test (2nd ed.). Circle Pines, MN: AGS.
      Google Scholar
    • Kester Stubbe, E., & Peña, E. D. (2002). Language ability assessment of Spanish-English bilinguals: Future directions.Practical Assessment, Research & Evaluation, 8(4). Retrieved from http://ericae.net/pare
      Google Scholar
    • Leseman, P. P. M. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands.Journal of Multilingual and Multicultural Development, 21, 93–112.
      CrossrefGoogle Scholar
    • Mancilla-Martinez, J., & Lesaux, N. K. (2011). Early home language use and later vocabulary development.Journal of Educational Psychology, 103, 535–546.
      CrossrefGoogle 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.
      CrossrefMedlineGoogle Scholar
    • Marian, V., Blumenfeld, H., & Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing language profiles in bilinguals and monolinguals.Journal of Speech, Language, and Hearing Research, 50, 940–967.
      LinkGoogle Scholar
    • Martin, N. A., & Brownell, R. (2011a). Receptive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy Publications.
      Google Scholar
    • Martin, N. A., & Brownell, R. (2011b). Expressive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy Publications.
      Google Scholar
    • Mason, J., Stewart, J., Peterman, C., & Dunning, D. (1992). Toward an integrated model of early reading development (Tech. Rep. No. 566). Champaign, IL: Center for the Study of Reading.
      Google Scholar
    • Miccio, A., Tabors, P. O., Paez, M., Hammer, C. S., & Wagstaff, D. (2003, April–May). Vocabulary development in Spanish-speaking Head Start children of Puerto Rican descent. Paper presented at the 4th International Symposium on Bilingualism, Tempe, AZ.
      Google Scholar
    • Morris, D., Bloodgood, J., & Perney, J. (2003). Kindergarten predictors of first- and second-grade reading achievement.The Elementary School Journal, 104, 93–109.
      CrossrefGoogle Scholar
    • Muñoz-Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. (2005). Batería III Woodcock-Muñoz. Rolling Meadows, IL: Riverside Publishing.
      Google Scholar
    • Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use.Journal of Child Language, 25, 95–120.
      CrossrefMedlineGoogle Scholar
    • Oller, D. K., & Eilers, R. E. (Eds.). (2002). Language and literacy in bilingual children. Clevedon, United Kingdom: Multilingual Matters.
      CrossrefGoogle Scholar
    • Oller, D. K., Jarmulowicz, L., Gibson, T., & Hoff, E. (2007). First language vocabulary loss in early bilinguals during language immersion: A possible role for suppression.In H. Caunt-Milton, S. Kulatilake, & I. Woo (Eds.), Proceedings of the 31st Annual Boston University Conference on Language Development (pp. 474–484). Somerville, MA: Cascadilla Press.
      Google Scholar
    • Oller, D. K., & Pearson, B. Z. (2002). Assessing the effects of bilingualism: A background.In D. K. Oller, & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 3–21). Clevedon, United Kingdom: Multilingual Matters.
      CrossrefGoogle Scholar
    • Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B. (2007). Profile effects in early bilingual language and literacy.Applied Psycholinguistics, 28, 191–230.
      CrossrefMedlineGoogle Scholar
    • Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families.Child Development, 76, 763–782.
      MedlineGoogle Scholar
    • Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors.Linguistic Approaches to Bilingualism, 1, 213–237.
      CrossrefGoogle Scholar
    • Pearson, B. Z., Fernández, V. L., Lewedeg, V., & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants.Applied Psycholinguistics, 18, 41–58.
      CrossrefGoogle Scholar
    • Pearson, B. Z., Fernández, S. C., & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms.Language Learning, 43, 93–120.
      CrossrefGoogle Scholar
    • Peña, E. D., Bedore, L. M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language.Journal of Speech, Language, and Hearing Research, 45, 938–947.
      LinkGoogle Scholar
    • Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds' bilingual proficiency.Child Development, 82, 1834–1849.
      CrossrefMedlineGoogle Scholar
    • Prevoo, M. J., Malda, M., Mesman, J., Emmen, R. A., Yeniad, N., VAN Ijzendoorn, M. H., & Linting, M. A. (2013). Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input: Different pathways for host and ethnic language.Journal of Child Language, 1–22 . [Epub ahead of print].
      Google Scholar
    • Pungello, E. P., Iruka, I. U., Dotter, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood.Developmental Psychology, 45, 544–557.
      CrossrefMedlineGoogle Scholar
    • Quiroz, B. G., Snow, C. E., & Zhao, J. (2010). Vocabulary skills of Spanish–English bilinguals: impact of mother–child language interactions and home language and literacy support.International Journal of Bilingualism, 14, 379–399.
      CrossrefGoogle Scholar
    • Rescorla, L., & Alley, A. (2001). Validation of the Language Development Survey (LDS): A parent report tool for identifying language delay in toddlers.Journal of Speech, Language, and Hearing Research, 44, 434–445.
      LinkGoogle 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.
      CrossrefMedlineGoogle Scholar
    • Scheele, A., Leseman, P., & Mayo, A. (2010). The home language environment of monolingual and bilingual children and their language proficiency.Applied Psycholinguistics, 31, 117–140.
      CrossrefGoogle Scholar
    • Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study.Child Development, 73, 445–460.
      CrossrefMedlineGoogle Scholar
    • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
      Google Scholar
    • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Reading Research Quarterly, 21, 360–407.
      CrossrefGoogle Scholar
    • Tabors, P. O., Párez, M. M., & López, L. M. (2003). Dual language abilities of Spanish-English bilingual four-year-olds: Initial findings from the early childhood study of language and literacy development of Spanish-speaking children.NABE Journal of Research and Practice, 1, 70–91.
      Google Scholar
    • Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development.International Journal of Bilingualism, 15, 426–445.
      CrossrefGoogle Scholar
    • Thordardottir, E., Rothenberg, A., Rivard, M.-E., & Naves, R. (2006). Bilingual assessment: Can overall proficiency be estimated from separate assessment of two languages?.Journal of Multilingual Communication Disorders, 4, 1–21. doi:10.1080/14769670500215647
      CrossrefGoogle Scholar
    • Uccelli, P., & Paez, M. A. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills.Language, Speech, and Hearing Services in Schools, 38, 225–236.
      LinkGoogle Scholar
    • Umbel, V. M., & Oller, D. K. (1994). Developmental changes in receptive vocabulary in Hispanic bilingual school children.Language Learning, 44, 221–242.
      CrossrefGoogle 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.
      CrossrefMedlineGoogle Scholar
    • Veltman, C. (1983). Language shift in the United States. Amsterdam, the Netherlands: Mouton.
      Google Scholar
    • Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning.Developmental Psychology, 37, 265–279.
      CrossrefMedlineGoogle Scholar
    • Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I. Lexical performance by linguistically diverse learners.Journal of Speech, Language, and Hearing Research, 47, 877–890.
      Google Scholar
    • Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III Tests of Achievement. Rolling Meadows, IL: Riverside Publishing.
      Google Scholar

    Additional Resources