Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-14T09:30:49.965Z Has data issue: false hasContentIssue false

Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children*

Published online by Cambridge University Press:  14 January 2016

GIANG PHAM*
Affiliation:
San Diego State University
*
Address for correspondence: Giang Pham, 5500 Campanile Drive, SLHS 238, San Diego, CA 92182[email protected]

Abstract

This study examines the strength and direction of lexical-grammatical associations within and between first and second languages (L1 and L2) in a longitudinal sample of sequential bilinguals. Thirty-three children who spoke Vietnamese (L1) and English (L2) completed picture-naming and story-telling tasks in each language at four yearly intervals. Hierarchical linear modeling across Years 1–4 revealed bidirectional within-language associations and a unidirectional cross-language association from the L1 to L2. Results suggest a conditional relationship between languages in which the L1 supports L2 growth, but not vice versa. Findings contribute to defining pathways for L1 and L2 learning across domains and languages.

Type
Research Notes
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Funding for data collection provided by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (F31HD055113). I thank Hai Anh Nguyen for her role as school liaison, participating children and their families, and the many research assistants involved in data collection, data entry, and language transcription. I thank Kerry Ebert for helpful comments on an earlier version of this manuscript.

References

Baayen, R. H., Piepenbrock, R., & Gulikers, L. (1995). The CELEX Lexical Database (Release 2) [CD-ROM]. Philadelphia: Linguistics Data Consortium.Google Scholar
Bates, D. M., & Sarkar, D. (2005). The lme4 library. On-line available: http://lib.stat.cmu.edu/R/CRAN.Google Scholar
Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing. Language and Cognitive Processes, 12, 507584.Google Scholar
Bedore, L. M., Pena, E. D., Gillam, R. B., & Ho, T. H. (2010). Language sample measures and language ability in Spanish–English bilingual kindergarteners. Journal of Communication Disorders, 43, 498510.CrossRefGoogle ScholarPubMed
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Branum-Martin, L., Mehta, P. D., Francis, D. J., Foorman, B. R., Cirino, P. T., Miller, J. F., & Iglesias, A. (2009). Pictures and words: Spanish and English vocabulary in classrooms. Journal of Educational Psychology, 10, 897911.Google Scholar
Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). Test of Nonverbal Intelligence (3rd ed.). Austin, TX: Pro-Ed. Google Scholar
Cao, H. X. (1988). The count/mass distinction in Vietnamese and the concept of ‘classifier’. Zeitschrift fur Phonetik Sprachwissenschaft un Kommunikationsforschung 41, 3847.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222251.Google Scholar
De Bot, K., Lowie, W., & Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10, 721.Google Scholar
Ebert, K. D., Kohnert, K., Pham, G., Disher, J. R., & Payesteh, B. (2014). Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects. Journal of Speech, Language, and Hearing Research, 57, 172186.Google Scholar
Heilmann, J., Miller, J. F., Iglesias, A., Fabiano-Smith, L., Nockerts, A., & Andriacchi, K. D. (2008). Narrative transcription accuracy and reliability in two languages. Topics in Language Disorders, 28, 178188.Google Scholar
Kohnert, K. (2013). Language disorders in bilingual children and adults. San Diego: Plural Publishing.Google Scholar
Kohnert, K., Kan, P. F., & Conboy, B. T. (2010). Lexical and grammatical associations in sequential bilingual preschoolers. Journal of Speech, Language, and Hearing Research, 53, 684698.Google Scholar
Kohnert, K., & Windsor, J. (2004). The search for common ground part II: Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47, 891903.Google Scholar
Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2014). LmerTest: Tests for random and fixed effects for linear mixed effect models. R package, version 2.0–3.Google Scholar
Long, J. (2012). Longitudinal data analysis for the behavioral sciences using R. Thousand Oaks, CA: Sage Publications.Google Scholar
Marchman, V. A., Martínez-Sussmann, C., & Dale, P. S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7, 212224.Google Scholar
Mayer, M. (1967). A boy, a dog, and a frog. New York: Dial Press.Google Scholar
Mayer, M., & Mayer, M. (1975). One frog too many. New York: Dial Press.Google Scholar
Miller, J., & Iglesias, A. (2012). Systematic Analysis of Language Transcripts (SALT) Research Version [Computer software]. Middleton, WI: SALT Software, LLC.Google Scholar
Nguyen, D. H. (1997). Vietnamese. Amsterdam: John Benjamins Publishing Company.Google Scholar
Pearson, B. Z. (2002). Narrative competence among monolingual and bilingual school children in Miami. In Oller, D. K. & Eilers, R. E. (eds.), Language and literacy in bilingual children, pp. 135174. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
Pham, G. (2011). Dual language development among Vietnamese–English bilingual children: modeling trajectories and cross-linguistic associations within a Dynamic Systems framework. Unpublished dissertation. University of Minnesota.Google Scholar
Pham, G., & Ebert, K. (2015). A longitudinal analysis of sentence interpretation in bilingual children. Applied Psycholinguistics, doi:10.1017/S0142716415000077. Published online by Cambridge University Press, April 14, 2015.Google Scholar
Pham, G., & Kohnert, K. (2014). A longitudinal study of lexical development in children learning Vietnamese and English. Child Development, 85, 767782.Google Scholar
Pham, G., Kohnert, K., & Carney, E. (2008). Corpora of Vietnamese texts: Lexical effects of intended audience and publication place. Behavior Research Methods, 40, 154163.Google Scholar
Restrepo, M. A., Morgan, G. P., & Thompson, M. S. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56, 748765.CrossRefGoogle ScholarPubMed
Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19, 572594.Google Scholar
Simon-Cereijido, G., & Gutiérrez-Clellen, V. F. (2009). A cross-linguistic and bilingual evaluation of the interdependence between lexical and grammatical domains. Applied Psycholinguistics, 30, 315337.Google Scholar
Smith, L. B., & Samuelson, L. K. (2003). Different is good: Connectionism and Dynamic Systems Theory are complementary emergentist approaches to development. Developmental Science, 6, 434439.Google Scholar
Strong, C. J., Mayer, M., & Mayer, M. (1998). The strong narrative assessment procedure (SNAP). Eau Claire, WI: Thinking Publications.Google Scholar
Su, I. R. (2001). Context effects on sentence processing: A study based on the Competition Model. Applied Psycholinguistics, 22, 167189.Google Scholar
Szekely, A., Jacobsen, T., D’Amico, S., Devescovi, A., Andonova, E., Herron, D., Lu, C. C., Pechmann, T., Pléh, C., Wicha, N., Federmeier, K., Gerdjikova, I., Gutierrez, G., Hung, D., Hsu, J., Iyer, G., Kohnert, K., Mehotcheva, T., Orozco-Figueroa, A., Tzeng, A., Tzeng, O., Arévalo, A., Vargha, A., Butler, A., Buffington, R. & Bates, E.(2004). A new on-line resource for psycholinguistic studies. Journal of Memory and Language, 51, 247250.CrossRefGoogle ScholarPubMed
Thordardottir, E. T. (2005). Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders, 40, 243278.CrossRefGoogle ScholarPubMed
To, C. K. S., Stokes, S. F., Cheung, H. T., & T'sou, B. (2010). Narrative assessment for Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 53, 648669.Google Scholar
Uccelli, P., & Páez, M. M. (2007). Narrative and vocabulary development of bilingual children from kindergarten to first grade: Developmental changes and associations among English and Spanish skills. Language, Speech, and Hearing Services in Schools, 38, 225236.Google Scholar
van Geert, P. (1991). A dynamic systems model of cognitive and language growth. Psychological Review, 98, 353.Google Scholar
Verhoeven, L. T. (1994). Transfer in bilingual development: The linguistic interdependence hypothesis revisited. Language learning, 44, 381415.Google Scholar
Widaman, K. F. (2006). Missing data: What to do with or without them. Monographs of the Society for Research in Child Development, 71, 4264.Google Scholar
Woodcock, R. W. (1991). Woodcock Language Proficiency Battery – Revised. Itasca, IL: Riverside.Google Scholar
Woodcock, R. W., & Sandoval, A. F. M. (1996). Batería Woodcock-muñoz: Pruebas de aprovechamiento revisada. Riverside Publishing Company.Google Scholar
Yip, V., & Matthews, S. (2006). Assessing language dominance in bilingual acquisition: A case for mean length utterance differentials. Language Assessment Quarterly: An International Journal, 3, 97116.Google Scholar