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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.
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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