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Dual language exposure and early bilingual development*

  • ERIKA HOFF (a1), CYNTHIA CORE (a1), SILVIA PLACE (a1), ROSARIO RUMICHE (a1), MELISSA SEÑOR (a1) and MARISOL PARRA (a1)...
Abstract
ABSTRACT

The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

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Corresponding author
Address for correspondence: Erika Hoff, Department of Psychology, Florida Atlantic University, Davie, FL 33314. e-mail: ehoff@fau.edu
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Erika Hoff, Silvia Place, Rosario Rumiche, Melissa Señor and Marisol Parra, Department of Psychology. Cynthia Core, formerly in the Department of Communication Sciences and Disorders, is now in the Department of Speech and Hearing Science, The George Washington University. This research was supported by grants from the National Institute of Child Health and Human Development (HD054427 to Erika Hoff and HD054427-S1 to Melissa Señor).

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

E. Bialystok (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.

V. C. M. Gathercole & E. Hoff (2007). Input and the acquisition of language: Three questions. In E. Hoff & M. Shatz (eds), Blackwell handbook of language development, 107127. Oxford: Blackwell Publishing.

J. Lidz (2007). The abstract nature of syntactic representations: Consequences for a theory of learning. In E. Hoff & M. Shatz (eds), Blackwell handbook of language development, 277303. Oxford: Blackwell Publishing.

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Journal of Child Language
  • ISSN: 0305-0009
  • EISSN: 1469-7602
  • URL: /core/journals/journal-of-child-language
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