Comparing apples to manzanas and oranges to naranjas: A new measure of English‐Spanish vocabulary for dual language learners

Author:

Tamis‐LeMonda Catherine S.1ORCID,Kachergis George2,Masek Lillian R.1ORCID,Gonzalez Sandy L.1,Soska Kasey C.1ORCID,Herzberg Orit1,Xu Melody1,Adolph Karen E.1ORCID,Gilmore Rick O.3,Bornstein Marc H.456ORCID,Casasola Marianella7,Fausey Caitlin M.8ORCID,Frank Michael C.2,Goldin‐Meadow Susan9,Gros‐Louis Julie10,Hirsh‐Pasek Kathy11,Iverson Jana12,Lew‐Williams Casey13,MacWhinney Brian14,Marchman Virginia A.2ORCID,Naigles Letitia15,Namy Laura16,Perry Lynn K.17,Rowe Meredith18,Sheya Adam15,Soderstrom Melanie19,Song Lulu20,Walle Eric21,Warlaumont Anne S.22,Yoshida Hanako23,Yu Chen24,Yurovsky Dan14

Affiliation:

1. New York University New York New York USA

2. Stanford University Stanford California USA

3. The Pennsylvania State University University Park Pennsylvania USA

4. Eunice Kennedy Shriver National Institute of Child Health and Human Development Bethesda Maryland USA

5. Institute for Fiscal Studies London UK

6. UNICEF New York New York USA

7. Cornell University Ithaca New York USA

8. University of Oregon Eugene Oregon USA

9. University of Chicago Chicago Illinois USA

10. University of Iowa Iowa City Iowa USA

11. Temple University Philadelphia Pennsylvania USA

12. Boston University Boston Massachusetts USA

13. Princeton University Princeton New Jersey USA

14. Carnegie Mellon University Pittsburgh Pennsylvania USA

15. University of Connecticut Storrs Connecticut USA

16. Institute for Education Sciences Washington District of Columbia USA

17. University of Miami Coral Gables Florida USA

18. Harvard University Cambridge Massachusetts USA

19. University of Manitoba Winnipeg Manitoba Canada

20. Brooklyn College CUNY Brooklyn New York USA

21. University of California Merced Merced California USA

22. University of California Los Angeles Los Angeles California USA

23. University of Houston Houston Texas USA

24. University of Texas at Austin Austin Texas USA

Abstract

AbstractThe valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories based on CDI long forms; and Spanish language‐variety options. Item‐Response Theory analyses applied to Wordbank and Web‐CDI data (n = 2603, 12–18 months; n = 6722, 16–36 months; half female; 1% Asian, 3% Black, 2% Hispanic, 30% White, 64% unknown) showed near‐perfect associations between DLL‐ES and CDI long‐form scores. Interviews with 10 Hispanic mothers of 18‐ to 24‐month‐olds (2 White, 1 Black, 7 multi‐racial; 6 female) provide a proof of concept for the value of the DLL‐ES for assessing the vocabularies of DLLs.

Funder

Eunice Kennedy Shriver National Institute of Child Health and Human Development

National Institute of Mental Health

Publisher

Wiley

Subject

Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

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