Affiliation:
1. McGill University, Canada
Abstract
The relationship between amount of bilingual exposure and performance in receptive and expressive vocabulary in French and English was examined in 5-year-old Montreal children acquiring French and English simultaneously as well as in monolingual children. The children were equated on age, socio-economic status, nonverbal cognition, and on minority/majority language status (both languages have equal status), but differed in the amount of exposure they had received to each language spanning the continuum of bilingual exposure levels. A strong relationship was found between amount of exposure to a language and performance in that language. This relationship was different for receptive and expressive vocabulary. Children having been exposed to both languages equally scored comparably to monolingual children in receptive vocabulary, but greater exposure was required to match monolingual standards in expressive vocabulary. Contrary to many previous studies, the bilingual children were not found to exhibit a significant gap relative to monolingual children in receptive vocabulary. This was attributed to the favorable language-learning environment for French and English in Montreal and might also be related to the fact the two languages are fairly closely related. Children with early and late onset (before 6 months and after 20 months) of bilingual exposure who were equated on overall amount of exposure to each language did not differ significantly on any vocabulary measure.
Subject
Linguistics and Language,Language and Linguistics,Education
Cited by
375 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献