A large receptive–expressive gap in bilingual children
Identifieur interne : 000050 ( Pmc/Checkpoint ); précédent : 000049; suivant : 000051A large receptive–expressive gap in bilingual children
Auteurs : Karin Keller [Royaume-Uni, Suisse] ; Larissa M. Troesch [Suisse] ; Alexander Grob [Suisse]Source :
- Frontiers in Psychology [ 1664-1078 ] ; 2015.
Abstract
The present study focuses on the discrepancy between receptive and expressive language competence among bilingual children and tests possible explanatory factors of this gap. The sample consisted of 406 bilingual children with German as their second language (L2) and 46 different first languages. Receptive and expressive German language competence (L2) were measured with a standardized language development test at the age of 43 months. As expected, a significant gap in receptive and expressive German language competence (L2) emerged in all language groups. The size of the gap reached 1 SD and correlated with the amount of language contact and thus provides support for the language exposure hypothesis. However, we found no evidence for the language familiarity hypothesis. The present study contributes to the understanding of mechanisms in bilingual language development and, hence, is consequential for both basic research and language assessment practice.
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DOI: 10.3389/fpsyg.2015.01284
PubMed: 26379601
PubMed Central: 4548084
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Troesch</name><affiliation wicri:level="1"><nlm:aff id="aff2"><institution>Department of Psychology, University of Basel</institution><country>Basel, Switzerland</country></nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea></wicri:regionArea></affiliation></author><author><name sortKey="Grob, Alexander" sort="Grob, Alexander" uniqKey="Grob A" first="Alexander" last="Grob">Alexander Grob</name><affiliation wicri:level="1"><nlm:aff id="aff2"><institution>Department of Psychology, University of Basel</institution><country>Basel, Switzerland</country></nlm:aff><country xml:lang="fr">Suisse</country><wicri:regionArea></wicri:regionArea></affiliation></author></analytic><series><title level="j">Frontiers in Psychology</title><idno type="eISSN">1664-1078</idno><imprint><date when="2015">2015</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p>The present study focuses on the discrepancy between receptive and expressive language competence among bilingual children and tests possible explanatory factors of this gap. The sample consisted of 406 bilingual children with German as their second language (L2) and 46 different first languages. Receptive and expressive German language competence (L2) were measured with a standardized language development test at the age of 43 months. As expected, a significant gap in receptive and expressive German language competence (L2) emerged in all language groups. The size of the gap reached 1 SD and correlated with the amount of language contact and thus provides support for the language exposure hypothesis. However, we found no evidence for the language familiarity hypothesis. The present study contributes to the understanding of mechanisms in bilingual language development and, hence, is consequential for both basic research and language assessment practice.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Barac, R" uniqKey="Barac R">R. 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<front><journal-meta><journal-id journal-id-type="nlm-ta">Front Psychol</journal-id><journal-id journal-id-type="iso-abbrev">Front Psychol</journal-id><journal-id journal-id-type="publisher-id">Front. Psychol.</journal-id><journal-title-group><journal-title>Frontiers in Psychology</journal-title></journal-title-group><issn pub-type="epub">1664-1078</issn><publisher><publisher-name>Frontiers Media S.A.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">26379601</article-id><article-id pub-id-type="pmc">4548084</article-id><article-id pub-id-type="doi">10.3389/fpsyg.2015.01284</article-id><article-categories><subj-group subj-group-type="heading"><subject>Psychology</subject><subj-group><subject>Original Research</subject></subj-group></subj-group></article-categories><title-group><article-title>A large receptive–expressive gap in bilingual children</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Keller</surname><given-names>Karin</given-names></name><xref ref-type="aff" rid="aff1"><sup>1</sup></xref><xref ref-type="aff" rid="aff2"><sup>2</sup></xref><xref ref-type="author-notes" rid="fn001"><sup>*</sup></xref><uri xlink:type="simple" xlink:href="http://loop.frontiersin.org/people/213280"></uri></contrib><contrib contrib-type="author"><name><surname>Troesch</surname><given-names>Larissa M.</given-names></name><xref ref-type="aff" rid="aff2"><sup>2</sup></xref><uri xlink:type="simple" xlink:href="http://loop.frontiersin.org/people/213105"></uri></contrib><contrib contrib-type="author"><name><surname>Grob</surname><given-names>Alexander</given-names></name><xref ref-type="aff" rid="aff2"><sup>2</sup></xref><uri xlink:type="simple" xlink:href="http://loop.frontiersin.org/people/239572"></uri></contrib></contrib-group><aff id="aff1"><sup>1</sup><institution>Department of Psychology and Human Development, Institute of Education, University College London</institution><country>London, UK</country></aff><aff id="aff2"><sup>2</sup><institution>Department of Psychology, University of Basel</institution><country>Basel, Switzerland</country></aff><author-notes><fn fn-type="edited-by"><p>Edited by: <italic>Hwajin Yang, Singapore Management University, Singapore</italic></p></fn><fn fn-type="edited-by"><p>Reviewed by: <italic>Roberto Filippi, Anglia Ruskin University, UK; Kathleen Peets, Ryerson University, Canada</italic></p></fn><corresp id="fn001">*Correspondence: <italic>Karin Keller, Department of Psychology and Human Development, Institute of Education, University College London, 20 Bedford Way, WC1H 0AL London, UK, <email xlink:type="simple">k.keller@ioe.ac.uk</email></italic></corresp><fn fn-type="other" id="fn002"><p>This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology</p></fn></author-notes><pub-date pub-type="epub"><day>25</day><month>8</month><year>2015</year></pub-date><pub-date pub-type="collection"><year>2015</year></pub-date><volume>6</volume><elocation-id>1284</elocation-id><history><date date-type="received"><day>01</day><month>7</month><year>2015</year></date><date date-type="accepted"><day>11</day><month>8</month><year>2015</year></date></history><permissions><copyright-statement>Copyright © 2015 Keller, Troesch and Grob.</copyright-statement><copyright-year>2015</copyright-year><copyright-holder>Keller, Troesch and Grob</copyright-holder><license xlink:href="http://creativecommons.org/licenses/by/4.0/"><license-p>This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.</license-p></license></permissions><abstract><p>The present study focuses on the discrepancy between receptive and expressive language competence among bilingual children and tests possible explanatory factors of this gap. The sample consisted of 406 bilingual children with German as their second language (L2) and 46 different first languages. Receptive and expressive German language competence (L2) were measured with a standardized language development test at the age of 43 months. As expected, a significant gap in receptive and expressive German language competence (L2) emerged in all language groups. The size of the gap reached 1 SD and correlated with the amount of language contact and thus provides support for the language exposure hypothesis. However, we found no evidence for the language familiarity hypothesis. The present study contributes to the understanding of mechanisms in bilingual language development and, hence, is consequential for both basic research and language assessment practice.</p></abstract><kwd-group><kwd>receptive language</kwd><kwd>expressive language</kwd><kwd>second language</kwd><kwd>bilingualism</kwd><kwd>receptive–expressive gap</kwd><kwd>language exposure</kwd></kwd-group><counts><fig-count count="1"></fig-count><table-count count="3"></table-count><equation-count count="0"></equation-count><ref-count count="41"></ref-count><page-count count="9"></page-count><word-count count="0"></word-count></counts></article-meta></front></pmc><affiliations><list><country><li>Royaume-Uni</li><li>Suisse</li></country></list><tree><country name="Royaume-Uni"><noRegion><name sortKey="Keller, Karin" sort="Keller, Karin" uniqKey="Keller K" first="Karin" last="Keller">Karin Keller</name></noRegion></country><country name="Suisse"><noRegion><name sortKey="Keller, Karin" sort="Keller, Karin" uniqKey="Keller K" first="Karin" last="Keller">Karin Keller</name></noRegion><name sortKey="Grob, Alexander" sort="Grob, Alexander" uniqKey="Grob A" first="Alexander" last="Grob">Alexander Grob</name><name sortKey="Troesch, Larissa M" sort="Troesch, Larissa M" uniqKey="Troesch L" first="Larissa M." last="Troesch">Larissa M. 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