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Dual Language and English‐Only Learners’ Expressive and Receptive Language Skills and Exposure to Peers’ Language
Author(s) -
Gámez Perla B.,
Griskell Holly L.,
Sobrevilla Yaxal N.,
Vazquez Melissa
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13197
Subject(s) - vocabulary , psychology , linguistics , comprehension , sentence , diversity (politics) , language development , vocabulary development , developmental psychology , philosophy , sociology , anthropology
This study examined dual language learners’ (DLLs n = 24) and English‐only (EO n = 20) children's expressive and receptive language in kindergarten ( M age = 5.7 years) as well as the relation to peers’ language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014–2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers’ vocabulary diversity was positively associated with children's vocabulary diversity. Peers’ syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers’ language use may influence DLLs’ and EO children's language learning.