Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach

Abstract

This study investigates the extent to which internal and contextual factors moderate the linguistic interdependence between receptive vocabulary skills in emergent bilingual children. Such factors are frequently related to first (L1) and second language (L2) skills, but few studies have examined their concurrent influence on the cross-language relationship, or have linked the results to the two main explanatory models for interdependence: common underlying proficiency or individual differences. Using a cross-sectional correlational design, concept comprehension was bilingually assessed in 154 children of Turkish background (aged 4 to 6), attending Flemish preschool. Regression analyses revealed that Turkish L1 vocabulary size significantly predicted Dutch L2 vocabulary size, which is in line with interdependence theories. Age, preschool grade, and L2 use at home positively predicted L2 vocabulary. Newly arrived immigrant status and maternal education (partly) predicted L2 vocabulary negatively, the latter especially in 3rd preschool grade. Concerning moderation, indications were found for weakening interdependence for high L2 use at home (3rd preschool grade) and newly arrived immigrant status. Overall, our findings implicate that interdependence in emergent bilinguals’ vocabulary depends on the examined factors to a limited degree only. Finally, our data point to the individual differences model, rather than the common underlying proficiency model of linguistic interdependence.

Profiles of bilingualism in early childhood: A person-centred Latent Profile Transition Approach

“…A possible explanation is that children's intelligence moderated language learning, since it was shown that children with higher intelligence scores were more likely to be assigned to the more favourable profile. More specifically, children with a higher general learning potential, as indicated by higher intelligence, may have learned more from language input at home and may have been better able to transfer conceptual knowledge and communicative competence to the second language than children with lower learning potential (see Sierens et al, 2019, for a discussion on linguistic interdependence theories and the role of language learning abilities). Finally, family SES was to a lesser extent associated with the profiles.…”

“…The findings regarding profile 3, the Dominant L1 use, relatively high L1 and L2 proficiency profile, seem to indicate that a high quantity of L1 exposure, assuming that the exposure is also of sufficient quality, can contribute to higher L1 and L2 proficiency, possibly through positive transfer (Cummins, 2008; Leseman et al, 2019). More research is needed to identify the mechanisms that underly positive transfer between languages, such as quantity and quality of language input (Prevoo et al, 2015; Sierens, Slembrouck, Van Gorp, Agirdag & Van Avermaet, 2019; Verhoeven, Voeten & Vermeer, 2019).…”

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

“…Studies increasingly examine the role of contexts of language learning in linguistic interdependence (Prevoo et al, 2016; Sierens, Slembrouck, Van Gorp, Agirdag, & Van Avermaet, 2019). As noted above, this study was partially motivated by the hypothesis that for Spanish-English bilinguals in DLI, stronger linguistic interdependence may emerge between cross-disciplinary ALs because students have been simultaneously socialization into Spanish-speaking and English-speaking academic discourse communities (Chung et al, 2018; Halliday, 1993).…”

Are L2 (English) and L1 (Persian) Affected Similarly in Cognitive and Affective Domains? : Revisiting Interdependence Hypothesis

“…LIH according to Genesee, Geva, Kamil (2006, in Chung, Chen, &Geva, 2018, p.10) is very broad in perspective since it cannot predict how far a construct can transfer. According to Sierens, Slembrouck, Van Gorp, Agirdag, and Van Avermaet, (2019) the LIH does not apply to all areas of language. Cobo-Lewis, Pearson, Eilers, and Umbel ( 2002) also stated that interdependence between languages is affected by factors such as the type of skills being assessed.…”