Labels or Concepts? The Development of Semantic Networks in Bilingual Two‐Year‐Olds

Abstract

The adult lexicon links concepts and labels with related meanings (e.g., dog-cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear "dog," bilinguals hear "dog" and "chien"). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals' two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24 months but are strong in bilinguals by age 30 months.

Spanish-speaking English learners’ English language and literacy skills: The predictive role of conceptually scored vocabulary

“…By tapping English learners' knowledge of concepts independent of the lexical label (in this case, Spanish or English) assigned to the concepts, a better proxy of their overall language-independent vocabulary knowledge may be obtained. This aligns with recent findings that concept development is similar among monolingual and bilinguals, but lexical development can differ (Jardak & Byers-Heinlein, 2019). To continue the farm example, a student may know some farm vocabulary in Spanish only (granero, which is the Spanish word for barn), in English only (windmill), or in both languages (vaca/cow).…”

“…At the risk of oversimplifying the complexity of word learning, for monolinguals there is more or less a one-to-one connection-or at least a tight coupling-between lexical labels and their corresponding concepts (Jardak & Byers-Heinlein, 2019). In sharp contrast, English learners can be exposed to and can acquire two sets of lexical labels for the same corresponding concepts.…”

“…In line with other findings (e.g., Bilson, Yoshida, Tran, Woods, & Hills, 2015;Cummins, 1979), the RHM suggests that proficiency in one language supports proficiency in another language. Of relevance, new work reveals that concept development is similar among monolinguals and bilinguals and that encounters with concepts rather than with lexical labels contribute more to early vocabulary development (Jardak & Byers-Heinlein, 2019). Similarly, the knowledge hypothesis (Anderson & Freebody, 1981) holds that students who have amassed a large vocabulary store have also likely amassed a large store of conceptual knowledge, such that vocabulary is an integral part of general conceptual knowledge.…”

“…This approach is theoretically supported by bilingual language development research as bilinguals acquire vocabulary utilizing a conceptual (language-free) system that subserves both languages, and thus assessing concepts-regardless of language-is critical (Kroll & Stewart, 1994). Moreover, encounters with concepts rather than with lexical labels appears to contribute more to early vocabulary development (Jardak & Byers-Heinlein, 2019). Similarly, the knowledge hypothesis would predict that students who have knowledge of many words likely also have greater knowledge of the general concepts associated with these words, and by extension would have greater facility comprehending the text they read.…”

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

“…Structural differences may result in errors because of ambiguities that lead to inaccurate mapping from one language to the other (e.g., adjective position; la manzana roja; the apple red; Nicoladis, 2006). For the purpose of this study, transfer is defined as the overall, enduring influence of one language on the other, which is distinct from investigations into temporary effects of priming where one language influences the other in the moment (Arias‐Trejo & Plunkett, 2013; Jardak & Byers‐Heinlein, 2019; Singh, 2014; Vasilyeva et al., 2010). According to structural sensitivity theory (Kuo & Anderson, 2012; Kuo et al., 2016), as children acquire knowledge and skills in each language, they also abstract language‐independent information that can apply across learning contexts.…”