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

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

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