The Relation between Language Experience and Receptive-Expressive Semantic Gaps in Bilingual Children

Autor/inn/en	Gibson, Todd A.; Peña, Elizabeth D.; Bedore, Lisa M.
Titel	The Relation between Language Experience and Receptive-Expressive Semantic Gaps in Bilingual Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 1, S.90-110 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.743960
Schlagwörter	Correlation; Receptive Language; Expressive Language; Semantics; Spanish; English (Second Language); Bilingualism; Scores; Preschool Children; Comparative Analysis; Interviews; Questionnaires; Texas; Utah + Suchen Sie Ihr Suchwort? Korrelation; Rezeptive Kommunikationsfähigkeit; Semantik; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Fragebogen
Abstract	The purpose of the current study was to explore the influence of language experience on the presence of the receptive-expressive gap. Each of 778 Spanish-English bilingual children screened pre-kindergarten in Utah and Texas were assigned to one of five language experience groups, ranging from functionally monolingual to balanced bilingual. Children's scores from the language screener semantics subtest administered in both Spanish and English were standardized, and receptive and expressive semantic scores were compared. Children presented with a meaningful gap between receptive and expressive semantic knowledge in English but not Spanish. This gap increased as target-language exposure decreased. Results indicate that current language experience plays a dominant role in influencing the appearance and magnitude of the receptive-expressive gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10