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Cited by 21Language Development and DisordersNeurobiology of Language and BilingualismSecond Language Acquisition and Learning

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Vocabulary of 2‐year‐olds learning English and an additional language: norms and effects of linguistic distance

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Floccia, C, Sambrook, TD, Luche, CD, Kwok, R, Goslin, J, White, Laurence, Cattani, A, Sullivan, E, Abbott-Smith, K, Krott, A, Mills, D, Rowland, C, Gervain, J, Plunkett, K·2018·Newcastle University
DOI 10.25405/ncl.34381422
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Abstract

The majority of the world’s children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically-developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child’s two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals’ acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.

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  • Floccia et al. (2018) found that structural overlap predicted English receptive vocabulary in their study with toddlers, but lexical overlap did not.

    “Floccia et al. (2018) found that structural overlap predicted English receptive vocabulary in their study with toddlers, but lexical overlap did not.”

    From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Floccia et al., 2018

    The Key Findings section (page unavailable) reports that structural similarity predicted toddlers’ Additional Language comprehension vocabulary, while phonological overlap predicted Additional Language production vocabulary. The discussion likewise reports no effect of phonological overlap on comprehension. These passages support the contrast between structural and lexical overlap, but they do not establish the claim specifically for English receptive vocabulary. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Floccia et al. found that higher phonological overlap between languages was related to better vocabulary production scores, whereas higher morphological and word order overlap were related to better vocabulary comprehension.

    “It was found that a higher level of phonological overlap between languages was related to better vocabulary production scores, whereas higher degrees of morphological and word order overlap were related to better vocabulary comprehension.”

    From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Floccia et al., 2018

  • Floccia et al. show that language distance impacts on bilingual toddlers' vocabulary.

    “Whereas the study by Floccia and colleagues (2018) shows that language distance impacts on bilingual toddlers' vocabulary”

    From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Floccia et al., 2018

  • Other research indicates that a smaller linguistic distance predicts higher vocabulary outcomes.

    “Some previous research suggests no effects of language distance (Bialystok et al., 2010), whereas other research indicates that a smaller linguistic distance predicts higher vocabulary outcomes (Floccia et al., 2018).”

    From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Floccia et al., 2018

  • Floccia and colleagues (2018) are the first to establish that linguistic distance has repercussions for between-child differences within the bilingual population.

    “Floccia and colleagues (2018) are, to our knowledge, the first to establish that linguistic distance has repercussions for between-child differences within the bilingual population.”

    From Cross-language distance influences receptive vocabulary outcomes of bilingual children (2020) · cites this paper as Floccia et al., 2018

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Metadata

Authors
Floccia, C., Sambrook, T., Luche, C., Kwok, R., Goslin, J., White, L., Cattani, A., Sullivan, E., Abbott-Smith, K., Krott, A., Mills, D., Rowland, C., Gervain, J., & Plunkett, K.
Affiliations
  • University of Plymouth (GB)
  • Coventry University (GB)
  • Newcastle University (GB)
  • University of Birmingham (GB)
  • Bangor University (GB)
  • University of Liverpool (GB)
  • Université Paris Descartes (FR)
  • University of Oxford (GB)
ORCID
Venue
Newcastle University
Publisher
Newcastle University
Published
2018-03-01
DOI
10.25405/ncl.34381422
OpenAlex
W2763264432
Cited by
21
References
0
Citations by year
2025: 2 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 4 · 2019: 4 · 2018: 3
FWCI
4.32
Type
book
Language
en
Open access
Licence
rightsstatements.org/page/InC/1.0/?language=en
Locations
  • UEA Digital Repository (University of East Anglia) (acceptedVersion)
  • PEARL (University of Plymouth) (submittedVersion)
  • Open Access at Essex (University of Essex) (submittedVersion)
  • IRIS Research product catalog (Sapienza University of Rome) (submittedVersion)
  • University of Birmingham Research Portal (University of Birmingham) (submittedVersion, other-oa)
  • Newcastle University ePrints (Newcastle Univesity)
Funders
  • University of Liverpool
  • Economic and Social Research Council (ES/L008955/1, ES/K010123/1, L008955/1)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
early bilingualism, vocabulary development, toddlers, linguistic distance, second language acquisition, language assessment, Communicative Development Inventory, bilingual children, language norms, language transfer

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