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Profiles of Minority‐Majority Language Proficiency in 5‐Year‐Olds
Author(s) -
Hoff Erika,
Tulloch Michelle K.,
Core Cynthia
Publication year - 2021
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.13591
Subject(s) - psychology , neuroscience of multilingualism , dominance (genetics) , language proficiency , developmental psychology , language acquisition , nonverbal communication , first language , language assessment , language development , linguistics , mathematics education , biochemistry , chemistry , philosophy , neuroscience , gene
Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.‐born, 5‐year‐old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children’s language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills.