Not only amount of exposure but also linguistic distance to English affects the word learning of bilingual toddlers

Cattani, Allegra, Kwok, R, Delle Luche, C, Horvath, C, Chow, J, Abbot-Smith, Kirsten, Goslin, Jeremy, Krott, Andrea, Mills, D, Plunkett, K, and others. (2015) Not only amount of exposure but also linguistic distance to English affects the word learning of bilingual toddlers. In: Workshop in bilingual assessment of child lexical knowledge in Central Europe, 7-9 December 2015, Bratislava at Comenius University. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

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Abstract

Over half the speech therapists in the UK have at least one bilingual child on their caseload. A majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardised language measures are not available for the majority of these. However, even when such measures do exist, they are not tailored for bilingual children. Guidance based on the amount of exposure to English is the starting point on how to interpret the vocabulary performance of a bilingual toddler with the use of a standardised monolingual test. Current caveats and further directions are discussed through the presentation of a large UK scale project in which identifies that also the linguistic distance affects the word learning of bilingual toddlers.

Item Type: Conference or workshop item (Paper)
Subjects: B Philosophy. Psychology. Religion
Divisions: Faculties > Social Sciences > School of Psychology > Developmental Psychology
Faculties > Social Sciences > School of Psychology
Depositing User: Kirsten Abbot-Smith
Date Deposited: 11 Dec 2015 16:03 UTC
Last Modified: 29 May 2019 16:44 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/53187 (The current URI for this page, for reference purposes)
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