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dc.contributor.authorFloccia, Caroline
dc.contributor.authorSambrook, TD
dc.contributor.authorDelle Luche, C
dc.contributor.authorKwok, R
dc.contributor.authorGoslin, Jeremy
dc.contributor.authorWhite, Laurence
dc.contributor.authorCattani, Allegra
dc.contributor.authorSullivan, E
dc.contributor.authorAbbot-Smith, K
dc.contributor.authorKrott, A
dc.contributor.authorMills, D
dc.contributor.authorRowland, C
dc.contributor.authorGervain, J
dc.contributor.authorPlunkett, K
dc.date.accessioned2017-10-11T09:27:29Z
dc.date.available2017-10-11T09:27:29Z
dc.date.issued2018-02-22
dc.identifier.issn0037-976X
dc.identifier.issn1540-5834
dc.identifier.urihttp://hdl.handle.net/10026.1/10044
dc.description.abstract

The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish, and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals’ acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.

dc.format.extent7-108
dc.language.isoen
dc.publisherWiley
dc.subjectPediatric
dc.subjectBehavioral and Social Science
dc.subjectClinical Research
dc.subjectBasic Behavioral and Social Science
dc.titleVocabulary of 2-Year-Olds Learning English and an Additional Language: Norms and Effects of Linguistic Distance
dc.typejournal-article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000425746400001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue1
plymouth.volume83
plymouth.publication-statusPublished
plymouth.journalMonographs of the Society for Research in Child Development
dc.identifier.doi10.1111/mono.v83.1
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/School of Psychology
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA04 Psychology, Psychiatry and Neuroscience
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA04 Psychology, Psychiatry and Neuroscience/UoA04 Psychology, Psychiatry and Neuroscience MANUAL
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA04 Psychology, Psychiatry and Neuroscience/UoA04 REF peer reviewers
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Centre for Brain, Cognition and Behaviour (CBCB)
plymouth.organisational-group/Plymouth/Research Groups/Centre for Brain, Cognition and Behaviour (CBCB)/Brain
plymouth.organisational-group/Plymouth/Research Groups/Centre for Brain, Cognition and Behaviour (CBCB)/Cognition
plymouth.organisational-group/Plymouth/Research Groups/Plymouth Institute of Health and Care Research (PIHR)
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2017-08-31
dc.rights.embargodate2018-9-30
dc.identifier.eissn1540-5834
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1111/mono.v83.1
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-02-22
rioxxterms.typeJournal Article/Review
plymouth.funderLexicon development in bilingual toddler::ESRC


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