Measuring Word Learning Ability in Sequential Bilingual Children The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For ... Article
Article  |   March 01, 2010
Measuring Word Learning Ability in Sequential Bilingual Children
Author Affiliations & Notes
  • Pui Fong Kan, PhD., CCC-SLP
    University of Colorado at Boulder, Boulder, CO
Article Information
Development / Cultural & Linguistic Diversity / Articles
Article   |   March 01, 2010
Measuring Word Learning Ability in Sequential Bilingual Children
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, March 2010, Vol. 17, 25-32. doi:10.1044/cds17.1.25
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, March 2010, Vol. 17, 25-32. doi:10.1044/cds17.1.25
Abstract

The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

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