Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children’s Vocabulary and Verbal Short-Term Memory

The current study explores the influence of socioeconomic status (SES) and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms “a child with low-SES” and “a child speaking a minority language” are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian). A total of 120 children (88 bilingual children: 44 with low SES; and 32 monolingual children: 16 with low SES) with typical language development, aged 5; 7–6; 7, were tested in the societal language (SL-Hebrew) on expressive vocabulary and three repetition tasks [forward digit span (FWD), nonword repetition (NWR), and sentence repetition (SRep)], which tap into verbal short-term memory. The results indicated that SES and bilingualism impact different child abilities. Bilingualism is associated with decreased vocabulary size and lower performance on verbal short-term memory tasks with higher linguistic load in the SL-Hebrew. The negative effect of bilingualism on verbal short-term memory disappears once vocabulary is accounted for. SES influences not only linguistic performance, but also verbal short-term memory with lowest linguistic load. The negative effect of SES cannot be solely attributed to lower vocabulary scores, suggesting that an unprivileged background has a negative impact on children’s cognitive development beyond a linguistic disadvantage. The results have important clinical implications and call for more research exploring the varied impact of language and life experience on children’s linguistic and cognitive skills

Parental reports on the lexicon of children from diverse bilingual populations

Parental questionnaires have been widely used to assess children’s vocabularies. The MacArthur-Bates Communicative Developmental Inventories (MB-CDI) have been adapted into over 100 languages, providing researchers with access to various languages. As the vocabularies of bilingual children are distributed across their two languages, language knowledge must be assessed in both languages. While this can be done with two questionnaires, one for each language, the present study makes use of a multicultural adaptation of the MB-CDI, within a single questionnaire, that was geared specifically for bilingual context. In order to explore the developmental trajectories of the vocabularies of 90 bilingual children from diverse linguistic populations (English-Hebrew (n = 30), French-Hebrew (n = 30), and Russian-Hebrew (n = 30) speaking families) parents reported on both the Home Language (HL) and the Societal Language-Hebrew (SL-Hebrew). Parents also provided background information about the child, the child’s family, and exposure to each language. Our findings show no significant difference between vocabulary size of children from diverse bilingual populations in the HL and the SL, for both production and comprehension. Moreover, children from all three groups demonstrate balanced bilingualism at the group level. Correlations were found between both exposure to and use of each language by children, and various vocabulary measures across the three groups. The similar vocabulary levels demonstrated by the three groups as well as the balanced bilingualism can be explained by the relatively high prestige of all languages tested. Exposure to each language shows support in that language and a negative effect on the other language, demonstrating the crucial role exposure plays in bilingual children’s language performance

Language impairment in bilingual children: state of the art 2017

publishe

Vocabulary, Metalinguistic Awareness and Language Dominance Among Bilingual Preschool Children

Awareness of language structure has been studied in bilinguals, but there is limited research on how language dominance is related to metalinguistic awareness, and whether metalinguistic awareness predicts vocabulary size. The present study aims to explore the role of language dominance in the relation between vocabulary size in both languages of bilingual children and metalinguistic awareness in the societal language. It evaluates the impact of two metalinguistic awareness abilities, morphological and lexical awareness, on receptive and expressive vocabulary size. This is of special interest since most studies focus on the impact of exposure on vocabulary size but very few explore the impact of the interaction between metalinguistic awareness and dominance. 5–6-year-old preschool children with typical language development participated in the study: 15 Russian-Hebrew bilingual children dominant in the societal language (SL) Hebrew, 21 Russian-Hebrew bilingual children dominant in the Heritage language (HL) Russian and 32 monolingual children. Dominance was determined by relative proficiency, based on standardized tests in the two languages. Tasks of morphological and lexical awareness were administered in SL-Hebrew, along with measures of receptive and expressive vocabulary size in both languages. Vocabulary size in SL-Hebrew was significantly higher for SL-dominant bilinguals (who performed like monolinguals) than for HL-dominant bilinguals, while HL-Russian vocabulary size was higher for HL-dominant bilinguals than for SL-dominant bilinguals. A hierarchical regression analyzing the relationship between vocabulary size and metalinguistic awareness showed that dominance, lexical metalinguistic awareness and the interaction between the two were predictors of both receptive and expressive vocabulary size. Morphological metalinguistic awareness was not a predictor of vocabulary size. The relationship between lexical awareness and SL-vocabulary size was limited to the HL-dominant group. HL-dominant bilinguals relied on lexical metalinguistic awareness, measured by fast mapping abilities, that is, the abilities to acquire new words, in expanding their vocabulary size, whereas SL-dominant bilinguals and monolinguals did not. This difference reflects the milestones of lexical acquisition the different groups have reached. These findings show that metalinguistic awareness should also be taken into consideration when evaluating the variables that influence vocabulary size among bilinguals though different ways in different dominance groups

Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT)

This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0-6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations

Linear and Nonlinear Processing of Hebrew Templatic Words: The Role of Metalinguistic Awareness

While universal linguistic theories advocate linear processing of words across languages, psycholinguistic research of Semitic templatic words supports the nonlinear processing into the root and template, mainly due to semantic specifications related to the root and the morphological awareness needed in the tasks. The present study examined whether the root and template affect the word processing of Hebrew native speakers due to metalinguistic awareness regardless of semantics. We designed an auditory rhyme judgment task, a phonological awareness test that requires linear processing and reduces semantics. The task included Hebrew CVCVC templatic word pairs comprising varying root and template phonemes, transposed-phoneme roots emphasizing phonological cooccurrence restrictions, and identical phoneme roots accentuating lexical-syntactic information pronounced in the vocalic melody templates. Findings revealed low accuracy rates in rhyming pairs, particularly those with accentuated linguistic information, indicating distraction from linear processing. However, the accuracy distributions among participants and between and within the stimulus types showed that linear processing also occurred. These results suggest that both linear and nonlinear processing modes are accessible to native Hebrew speakers. The study aligns with models of the mental lexicon proposing dynamic language processing influenced by both linguistic and non-linguistic factors, highlighting the idiosyncratic nature of word processing strategies