What you hear and what you say: language performance in Spanish–English bilinguals

Bohman, Thomas M.; Bedore, Lisa M.; Peña, Elizabeth D.; Mendez-Perez, Anita; Gillam, Ronald B.

doi:10.1080/13670050903342019

Cited by 323Language Development and DisordersHearing Impairment and CommunicationNeurobiology of Language and Bilingualism

What you hear and what you say: language performance in Spanish–English bilinguals

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Bohman, Thomas M., Bedore, Lisa M., Peña, Elizabeth D., Mendez-Perez, Anita, Gillam, Ronald B.·2010·International Journal of Bilingual Education and Bilingualism

DOI 10.1080/13670050903342019PMC PMC3128885

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Abstract

PURPOSE: This study assesses the factors that contribute to Spanish and English language development in bilingual children. METHOD: 757 Hispanic Pre-kindergarten and kindergarten age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated regression models (comprising a logistic regression component and a negative binomial or Poisson component) to explore factors that contributed to children initiating L1 and L2 performance and factors that contributed to building children's knowledge. RESULTS: Factors that were positively associated with initiating L1 and L2 performance were language input/output, free and reduced lunch, and age. Factors associated with building knowledge included age, parent education, input/output, free and reduced lunch and school district. CONCLUSION: Amount of language input is important as children begin to use a language, and amount of language output is important for adding knowledge to their language. Semantic development seemed to be driven more by input while morphosyntax development relied on both input and output. Clinicians who assess bilingual children should examine children's language output in their second language to better understand their levels of performance.

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These results contradict the consistent evidence of a positive connection between SES and L2 proficiency in bilingual learners.
“These results contradict the consistent evidence of a positive connection between SES and L2 proficiency in bilingual learners (e.g., Bohman et al., 2010; Cobo-Lewis et al., 2002a; Golberg et al., 2008; Oller et al., 2007).”
From Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach (2019) · cites this paper as Bohman et al., 2010
The Discussion (‘Adding to Language Knowledge’; page unavailable) links higher maternal education to higher English scores, supporting a positive SES–L2 association in these children. But the paper says SES has not been consistently or systematically explored in second-language outcomes, and its Discussion (‘Gaining Traction in a Language’; page unavailable) reports a better Spanish outcome among lower-SES children. It therefore does not support describing the evidence as consistently positive across bilingual learners. (LLM, conf=0.86)
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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 Bohman et al., 2010

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Authors: Bohman, T. M., Bedore, L. M., Peña, E. D., Mendez-Perez, A., & Gillam, R. B.
Affiliations: The University of Texas at Austin (US)
Utah State University (US)
Corresponding author: Bohman, Thomas M.
ORCID: Bedore, Lisa M.
Peña, Elizabeth D.
Gillam, Ronald B.
Venue: International Journal of Bilingual Education and Bilingualism
Publisher: Informa UK Limited
Published: 2010-05
Volume: 13
Issue: 3
Pages: 325-344
ISSN: 1367-0050 (ISSN-L)
1747-7522
DOI: 10.1080/13670050903342019
PMC: PMC3128885
OpenAlex: W2090093550
Cited by: 323
References: 42
Citations by year: 2026: 9 · 2025: 23 · 2024: 12 · 2023: 17 · 2022: 16 · 2021: 27 · 2020: 35 · 2019: 47 · 2018: 29 · 2017: 20 · 2016: 24 · 2015: 16 · 2014: 20 · 2013: 10 · 2012: 10
FWCI: 9.96
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: International Journal of Bilingual Education and Bilingualism (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Digital Commons - USU (Utah State University) (submittedVersion)
Funders: National Institutes of Health
National Institute on Deafness and Other Communication Disorders (R01DC007439)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
Keywords: Spanish-English bilingualism, bilingual children, language development, semantic development, morphosyntactic development, language input, language output, second language acquisition, parent education, free and reduced-price meals, bilingual language assessment, zero-inflated regression

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