Modelling Vocabulary Development among Multilingual Children Prior to and Following the Transition to School Entry

Autor/inn/en	MacLeod, Andrea A. N.; Castellanos-Ryan, Natalie; Parent, Sophie; Jacques, Sophie; Séguin, Jean R.
Titel	Modelling Vocabulary Development among Multilingual Children Prior to and Following the Transition to School Entry
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 4, S.473-492 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1269718
Schlagwörter	Vocabulary Development; Multilingualism; Longitudinal Studies; Comparative Analysis; Profiles; Monolingualism; Second Language Learning; Correlation; Age Differences; Language Minorities; Second Languages; Bilingualism; French; English; Official Languages; Preschool Children; Foreign Countries; Elementary School Students; School Entrance Age; Family Environment; Language Usage; Parent Attitudes; Canada + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Mehrsprachigkeit; Multilingualismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Charakterisierung; Profilanalyse; Zweitsprachenerwerb; Korrelation; Age; Difference; Age difference; Altersunterschied; Sprachminderheit; Second language; Zweitsprache; Bilingualismus; Französisch; English language; Englisch; Office language; Amtssprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Einschulungsalter; Familienmilieu; Sprachgebrauch; Elternverhalten; Kanada
Abstract	Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01