| 000 | 05167cam a2200685Ii 4500 | ||
|---|---|---|---|
| 001 | on1026501469 | ||
| 003 | OCoLC | ||
| 005 | 20240726110906.0 | ||
| 008 | 180302t20182018maua b 001 0 eng d | ||
| 010 | _a15405834 | ||
| 015 |
_aGBB842547 _2bnb |
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| 016 | 7 |
_a018767116 _2Uk |
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| 020 | _a9781119507895 | ||
| 029 | 1 |
_aUKMGB _b018767116 |
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| 035 | _a(OCoLC)1026501469 | ||
| 040 |
_aB#M _beng _erda _cB#M _dOCLCO _dCPT _dIBI _dWKM _dBDX _dKAT _dOCLCF _dOCLCQ _dOCLCO _dJYJ _dUOO _dUKMGB _dTCJ _dOCLCQ |
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| 049 | _aSBI | ||
| 050 | 0 | 4 | _aP115.B344.V633 2018 |
| 050 | 0 | 4 | _aP115 |
| 245 | 0 | 0 |
_aVocabulary of 2-year-olds learning English and an additional language : _bnorms and effects of linguistic distance / _cCaroline Floccia, Thomas D. Sambrook, Claire Delle Luche, Rosa Kwok, Jeremy Goslin, Laurence White, Allegra Cattani, Emily Sullivan, Kirsten Abbot-Smith, Andrea Krott, Debbie Mills, Caroline Rowland, Judit Gervain, Kim Plunkett ; with commentary by Erika Hoff and Cynthia Core ; Patricia J. Bauer, series editor. _hPR |
| 246 | 3 |
_aVocabulary of two-year-olds learning English and an additional language : _bnorms and effects of linguistic distance |
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| 260 |
_aBoston, Massachusetts : _bWiley, _c(c)2018. |
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| 300 |
_a134 pages : _billustrations ; _c23 cm. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 1 |
_aMonographs of the Society for Research in Child Development, _x0037-976X ; _vserial no. 328, vol. 83, no. 1, 2018 |
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| 505 | 0 | 0 |
_aIntroduction -- _tMethods -- _tAnalyses and results for study 1: Estimating the effect of linguistic distance on vocabulary development -- _tResults for studies 2 and 3: The UKBTAT model and its application to nontarget Additional Language learners -- _tGeneral discussion -- _tCommentary: Advances in the assessment of young bilinguals: comments on Floccia and others. |
| 520 | 0 | _aThe 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 world 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. | |
| 530 | _a2 | ||
| 650 | 0 | _aBilingualism in children. | |
| 650 | 0 | _aPsycholinguistics. | |
| 650 | 0 | _aLanguage acquisition. | |
| 700 | 1 | _aFloccia, Caroline, | |
| 700 | 1 | _aSambrook, Thomas D., | |
| 700 | 1 | _aLuche, Claire Delle, | |
| 700 | 1 | _aKwok, Rosa, | |
| 700 | 1 | _aGoslin, Jeremy, | |
| 700 | 1 | _aWhite, Laurence, | |
| 700 | 1 | _aCattani, Allegra, | |
| 700 | 1 | _aSullivan, Emily, | |
| 700 | 1 | _aAbbot-Smith, Kirsten, | |
| 700 | 1 | _aKrott, Andrea, | |
| 700 | 1 | _aMills, Debra, | |
| 700 | 1 | _aRowland, Caroline, | |
| 700 | 1 | _aGervain, Judit, | |
| 700 | 1 | _aPlunkett, Kim, | |
| 700 | 1 | _aHoff, Erika, | |
| 700 | 1 | _aCore, Cynthia, | |
| 700 | 1 | _aBauer, Patricia J., | |
| 700 | 1 |
_d1969- _e1 |
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| 700 | 1 |
_d1971- _e1 |
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| 700 | 1 |
_d1951- _ewriter of added commentary. |
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| 700 | 1 | _ewriter of added commentary. | |
| 700 | 1 | _5 | |
| 830 | 0 |
_aMonographs of the Society for Research in Child Development ; _vv. 83, no. 1. |
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| 856 | 4 | 1 |
_3Online version _uhttp://onlinelibrary.wiley.com/doi/10.1111/mono.v83.1/issuetoc |
| 942 |
_2lcc _cBK _hP _m2018 |
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| 948 | _hNO HOLDINGS IN SBI - 59 OTHER HOLDINGS | ||
| 999 |
_c102623 _d102623 |
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| 902 |
_a1 _bCynthia Snell _c1 _dCynthia Snell |
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