The measure matters: language dominance profiles across measures in Spanish–English bilingual children

BEDORE, LISA M.; PEÑA, ELIZABETH D.; SUMMERS, CONNIE L.; BOERGER, KARIN M.; RESENDIZ, MARIA D.; GREENE, KAI; BOHMAN, THOMAS M.; GILLAM, RONALD B.

doi:10.1017/s1366728912000090

Cited by 367Language Development and DisordersNeurobiology of Language and BilingualismMultilingual Education and Policy

The measure matters: language dominance profiles across measures in Spanish–English bilingual children

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BEDORE, LISA M., PEÑA, ELIZABETH D., SUMMERS, CONNIE L., BOERGER, KARIN M., RESENDIZ, MARIA D., GREENE, KAI, BOHMAN, THOMAS M., GILLAM, RONALD B.·2012·Bilingualism: Language and Cognition

DOI 10.1017/s1366728912000090PMC PMC3615884

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Abstract

The purpose of this study was to determine if different language measures resulted in the same classifications of language dominance and proficiency for a group of bilingual pre-kindergarteners and kindergarteners. Data were analyzed for 1029 Spanish-English bilingual pre-kindergarteners who spanned the full range of bilingual language proficiency. Parent questionnaires were used to quantify age of first exposure and current language use. Scores from a short test of semantic and morphosyntactic development in Spanish and English were used to quantify children's performance. Some children who were in the functionally monolingual range based on interview data demonstrated minimal knowledge of their other languages when tested. Current use accounted for more of the variance in language dominance than did age of first exposure. Results indicate that at different levels of language exposure children differed in their performance on semantic and morphosyntax tasks. These patterns suggest that it may be difficult to compare the results of studies that employ different measures of language dominance and proficiency. Current use is likely to be a useful metric of bilingual development that can be used to build a comprehensive picture of child bilingualism.

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Greater exposure to L2 English significantly enhanced young bilingual children's acquisition of vocabulary, grammatical complexity, and MLU in English.
“This finding aligns with the existing literature (e.g., Bedore et al., 2012; Hoff et al., 2012) which found that greater exposure to L2 English significantly enhanced young bilingual children's acquisition of vocabulary, grammatical complexity, and MLU33 in English.”
From The roles of L1 transfer, L2 exposure, and morphological salience in bilingual children's L2 English morphological development (2025) · cites this paper as Bedore et al., 2012
The Results section (‘Relationships between experience and language dominance and proficiency’; page unavailable) reports that English semantics and morphosyntax scores rose with greater English use. That supports an association with language performance, but the paper does not establish that exposure caused improved acquisition or report an exposure-related improvement in MLU. (LLM, conf=0.88)
Experimental — accuracy not yet measured
Greater input of a given language is associated with more advanced language outcomes in bilingual children.
“Findings consistently indicate that more advanced language outcomes are often associated with greater input of a given language (e.g., Bedore et al., 2012; Bohman et al., 2010; Jia and Fuse, 2007; Paradis, 2023, among others).”
From The roles of L1 transfer, L2 exposure, and morphological salience in bilingual children's L2 English morphological development (2025) · cites this paper as Bedore et al., 2012

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Predicting language proficiency in bilingual childrenPreprint
CAT, C. D., & Serratrice, L. (2017) · PsyArXiv (OSF Preprints) · doi:10.17605/osf.io/btjy4

Authors: BEDORE, L. M., PEÑA, E. D., SUMMERS, C. L., BOERGER, K. M., RESENDIZ, M. D., GREENE, K., BOHMAN, T. M., & GILLAM, R. B.
Affiliations: The University of Texas at Austin (US)
The University of Texas at El Paso (US)
Utah State University (US)
Corresponding author: BEDORE, LISA M.
ORCID: BEDORE, LISA M.
PEÑA, ELIZABETH D.
SUMMERS, CONNIE L.
GILLAM, RONALD B.
Venue: Bilingualism: Language and Cognition
Publisher: Cambridge University Press (CUP)
Published: 2012-03-20
Volume: 15
Issue: 3
Pages: 616-629
ISSN: 1366-7289 (ISSN-L)
1469-1841
DOI: 10.1017/s1366728912000090
PMC: PMC3615884
OpenAlex: W2027266261
Cited by: 365
References: 72
Citations by year: 2026: 29 · 2025: 29 · 2024: 22 · 2023: 35 · 2022: 24 · 2021: 29 · 2020: 39 · 2019: 25 · 2018: 34 · 2017: 26 · 2016: 21 · 2015: 14 · 2014: 14 · 2013: 18 · 2012: 3
FWCI: 31.56
Type: journal article
Language: en
Open access: green
europepmc.org
Licence: www.cambridge.org/core/terms (unspecified)
Locations: Bilingualism Language and Cognition (publishedVersion)
PubMed (publishedVersion)
Europe PMC (PubMed Central) (acceptedVersion)
PubMed Central (acceptedVersion)
ScholarsArchive (Brigham Young University) (submittedVersion)
Funders: National Institute on Deafness and Other Communication Disorders (R01DC007439)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Social Sciences › Linguistics and Language › Multilingual Education and Policy
Keywords: language dominance, Spanish-English bilingual children, age of first exposure, semantic development, morphosyntactic development, language measures, bilingual language acquisition, preschool children

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The measure matters: language dominance profiles across measures in Spanish–English bilingual children

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