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PREDICTING LANGUAGE PROFICIENCY IN BILINGUAL CHILDREN

Published online by Cambridge University Press:  09 December 2019

Cécile De Cat Open the ORCID record for Cécile De Cat [Opens in a new window]
Cécile De Cat*
Affiliation:
University of Leeds
*
*Correspondence concerning this article should be addressed to Cécile De Cat, School of Languages, Cultures and Societies, University of Leeds, Leeds LS2 9JT, UK. E-mail: [email protected]
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Abstract

Using advanced quantitative methods, this article demonstrates that cumulative exposure to the school language is the best language experience predictor of proficiency in that language (as indexed by sentence repetition, lexical semantic, and discourse semantic tasks) in a highly diverse group of 5- to 7-year-old bilingual children in monolingual education. An objective method is proposed to identify the amount of school language experience beyond which bilingual children are likely to perform within the monolingual range, and show that relative passivity in the home language does not translate into better school language proficiency. Socioeconomic status is shown to interact in complex ways with language exposure, such that it is only above a certain level of exposure to the school language that the benefits of a more privileged background have a tangible impact on school language proficiency. To tease apart the effect of environmental predictors from the effect of cognitive factors, memory and cognitive flexibility measures are included as covariates in all analyses.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 42 , Issue 2 , May 2020 , pp. 279 - 325
Open Practices
Open data
Copyright
Copyright © Cambridge University Press 2019 

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Footnotes

The experiment in this article earned an Open Data badge for transparent practices. The materials are available at https://osf.io/g3pdx/.

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