A Context‐Dependent View on the Linguistic Interdependence Hypothesis: Language Use and SES as Potential Moderators
Abstract
The linguistic interdependence hypothesis states that the development of skills in a second language (L2) partly depends on the skill level in the first language (L1). It has been suggested that the theory lacked attention for differential interdependence. In this study we test what we call the hypothesis of context‐dependent linguistic interdependence. In order to do so, we examined child language use and socioeconomic status as two moderators in the relation between L1 vocabulary and L2 vocabulary growth in a sample of 104 5‐ and 6‐year‐old bilingual children with a Turkish background in the Netherlands. Relative child language use moderated the relation between L1 vocabulary and L2 vocabulary growth. Positive transfer was only present for children who used L1 more than L2. Socioeconomic status (SES) predicted growth in Dutch vocabulary but was not a moderator of linguistic interdependence, indicating that linguistic interdependence effects are similar across SES groups. The findings suggest the linguistic interdependence hypothesis is context‐dependent and only valid under circumstances of more L1 use.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Positive correlations between children's vocabulary sizes in the two languages have been found in contexts where the two languages are typologically very distinct, suggesting conceptual transfer takes place even with little phonological overlap.
“Research has shown positive correlations between children's vocabulary sizes in the two languages in contexts where the two languages are typologically very distinct (Prevoo et al., 2015;Scheele et al., 2010), suggesting that transfer on a conceptual level takes place even if words in the two languages have hardly any phonological overlap.”
From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Prevoo et al., 2015
Cites
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318 · see citing works
Kroll, J. F., & Stewart, E. (1994) · Journal of Memory and Language · doi:10.1006/jmla.1994.1008 · Cited by 2,656 · see citing works
Hoff, E. (2003) · Child Development · doi:10.1111/1467-8624.00612 · Cited by 2,346 · see citing works
What you hear and what you say: language performance in Spanish–English bilinguals
Bohman, T. M., Bedore, L. M., Peña, E. D., Mendez-Perez, A., & Gillam, R. B. (2010) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050903342019 · Cited by 323 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Cross-language distance influences receptive vocabulary outcomes of bilingual children
Blom, E., Boerma, T., Bosma, E., Cornips, L., van den Heuij, K., & Timmermeister, M. (2020) · First Language · doi:10.1177/0142723719892794 · Cited by 43 · see citing works
Sierens, S., Slembrouck, S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019) · Applied Psycholinguistics · doi:10.1017/s0142716419000250 · Cited by 23 · see citing works
- Authors
- Prevoo, M. J. L., Malda, M., Emmen, R. A. G., Yeniad, N., & Mesman, J.
- Affiliations
- Leiden University (NL)
- Yeditepe University (TR)
- Corresponding author
- Mesman, Judi
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2015-05-14
- Volume
- 65
- Issue
- 2
- Pages
- 449-469
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2105869003
- Cited by
- 41
- References
- 4
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 8 · 2020: 6 · 2019: 3 · 2018: 3 · 2017: 4 · 2016: 3
- FWCI
- 8.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion)
- Leiden Repository (Leiden University) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Funders
- NORFACE (NORFACE-292)
- Sardes Educational Services
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- linguistic interdependence hypothesis, socioeconomic status, bilingual children, Turkish-speaking children, language transfer, context-dependent learning
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 ›
Are you an author, or do you see a problem with this page? Request a review
