ArticleInternational journal of bilingual education and bilingualism2022
Bilingual Development in the Receptive and Expressive Domains: They Differ.
Article in International journal of bilingual education and bilingualism, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 15 citations in OpenAlex.
- Development of a Vocabulary Inventory for English-Mandarin Dual-Language-Learning Infants and Toddlers.Behavioral sciences (Basel, Switzerland) · 2026Article
- Early experience is not enough: Evidence from differences between heritage and host language trajectories.Developmental psychology · 2026Article
- Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers.First language · 2024Article
- Child-level factors associated with Spanish-English bilingual toddlers' productive vocabulary growth.Developmental psychology · 2024Article
- Commonalities, differences, and differences that matter between monolingual and bilingual development.Journal of child language · 2023Article
- The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years.Child developmentArticle
- Cognate beginnings to bilingual lexical acquisition.Child developmentArticle
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Authors and funding
2 authors at 2 institutions in 1 country.
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Abstract
In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual children from 4.5 to 10 years. The children's English vocabularies grew faster than their Spanish vocabularies, more so in the expressive domain than the receptive domain. The proportion of children who were English-dominant also increased more in the expressive than the receptive domain. By age 10, the children's expressive skills were almost always English dominant while their receptive skills were most frequently balanced. Among children who hear a heritage language at home and a societal language at school, trajectories of dual language development differs in the expressive and receptive domains. These longitudinal data suggest continuity between the receptive-expressive gap observed in bilingual children and the receptive bilingualism often observed in adults.
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Registered trials
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