ArticleChild development2021
Profiles of Minority-Majority Language Proficiency in 5-Year-Olds.
Article in Child development, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Early experience is not enough: Evidence from differences between heritage and host language trajectories.Developmental psychology · 2026Article
- Stability and change in young children's linguistic experience during the COVID-19 pandemic: insight from a citizen-science sample in the United States.Multilingua · 2024Article
- Parent American Sign Language skills correlate with child-but not toddler-ASL vocabulary size.Language acquisition · 2024Article
- Commonalities, differences, and differences that matter between monolingual and bilingual development.Journal of child language · 2023Article
- Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.Frontiers in psychology · 2023Article
- Contributions of bilingual home environment and language proficiency on children's Spanish-English reading outcomes.Child development · 2022Article
- Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.Frontiers in psychology · 2022Article
- Majority language skill, not measures of bilingualism, predicts executive attention in bilingual children.Journal of experimental child psychology · 2022Article
- Why bilingual development is not easy.Advances in child development and behavior · 2021Article
- Linguistic aspects of stuttering: research updates on the language-fluency interface.Topics in language disordersArticle
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Authors and funding
3 authors.
Funding
Abstract
Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish-English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children's language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills.
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