The DOI matches its Crossref record; 42 of the 42 references it cites were found in a registry or an index.
What you hear and what you say: language performance in Spanish–English bilinguals
Open accessAbstract
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 (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
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“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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Heritage Languages and Their Speakers
Polinsky, M. (2018) · Cambridge University Press eBooks · doi:10.1017/9781107252349 · Cited by 759
Paradis, J. (2011) · Linguistic Approaches to Bilingualism · doi:10.1075/lab.1.3.01par · Cited by 608
The language and literacy development of young dual language learners: A critical review
Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.05.008 · Cited by 410
BEDORE, L. M., PEÑA, E. D., SUMMERS, C. L., BOERGER, K. M., RESENDIZ, M. D., GREENE, K., BOHMAN, T. M., & GILLAM, R. B. (2012) · Bilingualism: Language and Cognition · doi:10.1017/s1366728912000090 · Cited by 365
Self-citationHoff, E., Rumiche, R., Burridge, A. B., Ribot, K. M., & Welsh, S. N. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2014.04.012 · Cited by 280
Metadata
- 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.
- 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
- 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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