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Oral language production in bilingual children: what links with exposure? The study aims at examining oral language development in both languages of two groups of typically developing French/English bilingual children (group 1: N = 10, M = 6;3; group 2: N = 15, M = 10;2) attending an international state school in France. We explore the effects of language exposure on several oral language performance variables. Parent questionnaires provide measures on current and cumulative exposure and frequency of book reading (shared reading for group 1; autonomous reading for group 2). French and English data are collected using standardised vocabulary tests and a story generation task (Frog, where are you?). Narratives are coded in the CHAT format of CHILDES to assess a, range of narrative productivity measures relating to lexicon, morphosyntax, and discourse. Correlations are computed between the language exposure, and oral language performance measures. Overall, results provide further, evidence that receptive vocabulary and certain narrative productivity, measures are sensitive to exposure in each language. Most strikingly, frequency of book reading predicts language performance, particularly in, younger children. The study highlights the importance of working closely, with teachers and parents of bilingual children in order to provide concrete, recommendations to enrich oral language.

Le langage oral en production chez les enfants bilingues : quels liens avec l’exposition ?