The Impact of Older Siblings on Vocabulary Learning in Bilingual Children

Autor/inn/en	Taylor, Kelly; Kan, Pui Fong
Titel	The Impact of Older Siblings on Vocabulary Learning in Bilingual Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 6, S.804-821 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kan, Pui Fong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1518969
Schlagwörter	Siblings; Language Usage; Bilingualism; Preschool Children; Sino Tibetan Languages; English Language Learners; Family Environment; Preschool Education; Vocabulary Development; Language Proficiency; Comprehension; Learning Processes; Asian Americans; Immigrants; Early Intervention; Receptive Language; Expressive Language; California (San Francisco) + Suchen Sie Ihr Suchwort? Sibling; Geschwister; Sprachgebrauch; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Verstehen; Verständnis; Learning process; Lernprozess; Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Rezeptive Kommunikationsfähigkeit
Abstract	This study examined the effects of older siblings' L1/L2 use on the vocabulary and fast mapping skills in preschool-age children who learn Cantonese (L1) as a home language and start to learn English (L2) in preschool settings. Two groups of bilingual children participated in this study: (1) children whose older siblings used mostly L1 at home ('Mostly L1' group; n = 14) and (2) children whose older siblings used an equal amount of L1 and L2 at home ('Equal L1/L2' group; n = 13). Participants were tested using vocabulary measures and a fast mapping task. Results showed that there were no significant group differences in children's vocabulary scores or in their fast mapping production scores in each language. However, when measured using a comprehension probe during the fast mapping task, the 'Mostly L1' group outperformed the 'Equal L1/L2' group in identifying the target novel words in L1, whereas there were no group differences in L2. The findings provide some preliminary evidence that older siblings who speak mostly L1 may contribute to their younger siblings' L1 fast mapping skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01