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The language and literacy development of young dual language learners: A critical review
Open accessAbstract
The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000-2011 yielded 182 peer-reviewed articles. Findings about DLL children's developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs' language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs' development, although the amount of language exposure to and usage of DLLs' two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.
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“The Distant bilingual group (Polish-Dutch, Turkish-Dutch, Moroccan-Dutch) scored, on average, within the normal range of monolingual variation, similar to what has been found in other studies that compared the scores of bilinguals to monolingual norms (Hammer et al., 2014;Pearson et al., 1993;Vagh et al., 2009).”
From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Hammer et al., 2014
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Metadata
- Authors
- Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E.
- Affiliations
- Temple University (US)
- Florida Atlantic University (US)
- University of California, Davis (US)
- University of North Carolina at Chapel Hill (US)
- Arizona State University (US)
- Corresponding author
- Hammer, Carol Scheffner
- ORCID
- Venue
- Early Childhood Research Quarterly
- Publisher
- Elsevier BV
- Published
- 2014
- Volume
- 29
- Issue
- 4
- Pages
- 715-733
- ISSN
- 0885-2006 (ISSN-L)
- PMC
- PMC4394382
- OpenAlex
- W2054701234
- Cited by
- 410
- References
- 222
- Citations by year
- 2026: 27 · 2025: 36 · 2024: 35 · 2023: 28 · 2022: 32 · 2021: 42 · 2020: 38 · 2019: 80 · 2018: 26 · 2017: 24 · 2016: 20 · 2015: 16 · 2014: 4
- FWCI
- 46.26
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- Early Childhood Research Quarterly (publishedVersion)
- PubMed (publishedVersion)
- Carolina Digital Repository (University of North Carolina at Chapel Hill) (acceptedVersion)
- PubMed Central (acceptedVersion)
- UNC Libraries
- Funders
- Administration for Children and Families (90YR0041)
- National Institutes of Health (R01-HD051542, R01-HD068421, U01-HD060296)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- dual language learners, bilingual language acquisition, literacy development, early childhood, vocabulary development, second language exposure, language system, developmental trajectories, typically developing children
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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