Have a personal or library account? Click to login
Depth of vocabulary knowledge in dominant bilingual children with different language profiles: The impact of vocabulary size and verbal working memory Cover

Depth of vocabulary knowledge in dominant bilingual children with different language profiles: The impact of vocabulary size and verbal working memory

Open Access
|Nov 2023

References

  1. Alloway, T.P. (2007). Automated working memory assessment. Pearson Assessment.
  2. Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In John T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp.77-117). International Reading Association.
  3. Antoniou, F., Ralli, A. M., Mouzaki, A., Diamanti, V. & Papaioannou, S. (2022). Logometro®: The psychometric properties of a norm-referenced digital battery for language assessment of Greek-speaking 4–7 years old children. Frontiers in Psychology, 13, 900600. https://doi.org/10.3389/fpsyg.2022.900600
  4. Armon-Lotem, S., J. Walters, & Gagarina, N. (2011). The impact of internal and external factors on linguistic performance in the home language and in L2 among Russian–Hebrew and Russian–German preschool children. Linguistic Approaches to Bilingualism, 1(3), 291–317. https://doi.org/10.1075/lab.1.3.04arm
  5. Artuso, C., Palladino, P., Valentini, P., & Belacchi, C. (2021). Definitional skills as a bridge towards school achievement. Sustainability, 14(1), 286. https://doi.org/10.3390/su14010286
  6. August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Erlbaum.
  7. Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters LTD.
  8. Bedore, L. M., Peña, E. D., Joyner, D., & Macken, C. (2011). Parent and teacher rating of bilingual language proficiency and language development concerns. International Journal of Bilingual Education and Bilingualism, 14(5), 489–511. https://doi.org/10.1080/13670050.2010.529102
  9. Bialystok, E. (2001). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169–181. https://doi.org/10.1017/S0267190501000101
  10. Blom, E., Küntay, A. C., Messer, M., Verhagen, J., & Leseman, P. (2014). The benefits of being bilingual: working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, 128, 105–119. https://doi.org/10.1016/j.jecp.2014.06.007
  11. Bowers, P. N. & Kirby J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515–37. http://dx.doi.org/10.1007/s11145-009-9172-z
  12. Caramelli, N., Borghi, A. M., & Setti, A. (2006). The identification of definition strategies in children of different ages. Linguistica Computazionale, 26, 155–177.
  13. Cockcroft, K. (2016). A comparison between verbal working memory and vocabulary
  14. in bilingual and monolingual South African school beginners: Implications for bilingual language assessment. International Journal of Bilingual Education and Bilingualism, 19(1), 74–88. https://doi.org/10.1080/13670050.2014.964172
  15. Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407–428. https://doi.org/10.1037/0033-295X.82.6.407
  16. Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240-247. https://doi.org/10.1016/S0022-5371(69)80069-1
  17. Core, C., Hoff, E., Rumiche, R., & Señor, M. (2013). Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56(5), 1637–1649. https://doi.org/10.1044/1092-4388(2013/11-0044
  18. Costa A, Hernández M, Costa-Faidella J, Sebastián-Gallés N. (2009). On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–49. https://doi.org/10.1016/j.cognition.2009.08.001
  19. Cummins, J. (1976). The influence of bilingualism on cognitive growth a synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 1–43.
  20. De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual-monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35(6), 1189–1211. https://doi.org/10.1017/S0142716412000744
  21. Dosi, I. (2021). The impact of inhibitory control, working memory and updating on definitional skills of learners with and without Developmental Language Disorder. International Journal of Research Studies in Education, 10(13), 97-107. https://doi.org/10.5861/ijrse.2021.a055
  22. Dosi, I., & Gavriilidou, Z. (2020). The role of cognitive abilities in the development of definitions by children with and without Developmental Language Disorder. Journal of Psycholinguistic Research, 49(5), 761–777. https://doi.org/10.1007/s10936-020-09711-w
  23. Dosi, I., Gavriilidou Z. & Dourou, C. (2021). Definitional skills of learners with and without developmental language disorder. International Journal of Learning, Teaching and Educational Research, 20(10), 193-216. https://doi.org/10.26803/ijlter.20.10.11
  24. Dosi, I. & Papadopoulou, D. (2020). The role of educational setting in the development of verbal aspect and executive functions: Evidence from Greek-German bilingual children, International Journal of Bilingual Education and Bilingualism, 23(8), 964–980. https://doi.org/10.1080/13670050.2018.1539465
  25. Dourou, C. (2019). The comparison of definition ability of different age groups. [Unpublished doctoral dissertation. Department of Greek Philology. Democritus University of Thrace].
  26. Dourou, C. & Dosi, I. (2021). One word, two definitions: A comparison of word definitional skills between monolingual and bilingual students. Journal of Education and Practice, 12(8), 1–11. https://doi.org/10.7176/JEP/12-8-01
  27. El Euch, S. (2007). Concreteness and language effects in the quality of written definitions in L1, L2 and L3. International Journal of Multilingualism, 4(3), 198–216. https://doi.org/10.2167/ijm071.0
  28. El Euch, S. & De Koninck, Z. (2006). Habiletés de décontextualisation en situation trilingue: le cas des définitions. La Revue Canadienne de Linguistique Appliquée, 9(1), 13-30.
  29. Engel de Abreu, P. (2011). Working memory in multilingual children: Is there a bilingual effect? Memory, 19, 529–537. https://doi.org/10.1080/09658211.2011.590504
  30. Feng, X. (2009). Working memory and bilingualism: An investigation of executive control and processing speed [Unpublished doctoral dissertation, York University, Toronto, ON].
  31. Friedmann, N., Aram, D., & Novogrodsky, R. (2011). Definitions as a window to the acquisition of relative clauses. Applied Psycholinguistics, 32(4), 687–710. https://doi.org/10.1017/S0142716411000026
  32. Gavriilidou, Z. (2015). The development of noun, verb and adjective definitional awareness in Greek preschoolers. Journal of Applied Linguistics, 30, 44–58.
  33. Gollan, T, Montoya, R, Fennema-Notestine, C & Morris, S. (2005) Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220–1234. https://doi.org/10.3758/bf03193224
  34. Haastrup, K., & Henriksen, B. (2000). Vocabulary acquisition: acquiring depth of knowledge through network building. International Journal of Applied Linguistics, 10, 221–240. https://doi.org/10.1111/j.1473-4192.2000.tb00149.x
  35. Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., Golinkoff, R. M., Nesbitt, K. T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51(2), 181–198. https://doi.org/10.1002/rrq.130
  36. Hamann, C., Rinke, E., & Genevska-Hanke, D. (2019). Editorial: Bilingual language development: The role of dominance. Frontiers in Psychology, 10, 1–3. https://doi.org/10.3389/fpsyg.2019.01064
  37. Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317. https://doi.org/10.1017/S0272263199002089
  38. Johnson, C. J., & Anglin, J. M. (1995). Qualitative developments in the content and form of children’s definitions. Journal of Speech and Hearing Research, 38(3), 612-629. https://doi.org/10.1044/jshr.3803.612
  39. Kaushanskaya, M., Blumenfeld, H. K., & Marian, V. (2011). The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers. The International Journal of Bilingualism, 15(4), 408–425. https://doi.org/10.1177/1367006911403201
  40. Korecky-Kröll, K., Dobek, N., Blaschitz, V., Sommer-Lolei, S., Boniecki, M., Uzunkaya-Sharma, K., & Dressler, W. U. (2019). Vocabulary as a central link between phonological working memory and narrative competence: Evidence from monolingual and bilingual four-year-olds from different socioeconomic backgrounds. Language and Speech, 62(3), 546–569. https://doi.org/10.1177/0023830918796691
  41. Li, M., & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611–634. https://doi.org/10.1093/applin/amu007
  42. Maguire, M. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning: Putting verb acquisition in context. In K. Hirsh-Pasek, & R. Michnick Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 364–391). Oxford University Press.
  43. Marinellie, S. A., & Johnson C. (2002). Definitional skill in school-age children with specific language impairment. Journal of Communication Disorders, 35(3), 241-259. https://doi.org/10.1016/S0021-9924(02)00056-4
  44. Marinellie, S. A., & Johnson C. (2004). Nouns and verbs: a comparison of definitional style. Journal of Psycholinguistic Research, 33(3), 217–235. https://doi.org/10.1023/B:JOPR.0000027963.80639.88.
  45. McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48, 307–319. https://doi.org/10.1111/1460-6984.12008
  46. Morales, J., Calvo, A., and Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187–202. https://doi.org/10.1016/j.jecp.2012.09.002
  47. Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Lawrence Erlbaum Associates, Inc.
  48. Nurweni, A. & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18, 161–75. https://doi.org/10.1016/S0889-4906(98)00005-2
  49. Oller, D. K., & Pearson, B. Z. (2002). Assessing the effects of bilingualism: A background. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 3–21). Multilingual Matters.
  50. Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-0663.98.3.554
  51. Paradis, J. (2011). Individual differences in child english second-language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism 1(3), 213–237. https://doi.org/10.1075/lab.1.3.01par
  52. Proctor, P. C., Uccelli, P., Dalton, B., & Snow, C. E. (2009) Understanding depth of vocabulary online with bilingual and monolingual children, Reading & Writing Quarterly, 25(4), 311–333. https://doi.org/10.1080/10573560903123502
  53. Qian, D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282–308. https://doi.org/10.3138/cmlr.56.2.282
  54. Qian, D.D. (2002) investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 513–536. https://doi.org/10.1111/1467-9922.00193
  55. Raven, J., Court, J. H. & Raven, J. (2008). Raven’s coloured progressive matrices and vocabulary scales. Pearson Education.
  56. Read, J. (2004). Plumbing the depths: how should the construct of vocabulary knowledge be defined. In P. Bogaards, & B. Laufer (Eds.), Vocabulary in a Second Language (pp. 209-227). Amsterdam: John Benjamins.
  57. Schmitt, N. (2014), size and depth of vocabulary knowledge: What the research shows. Language Learning, 64, 913–951. https://doi.org/10.1111/lang.12077
  58. Schwartz, M. & Katzir, T. (2012). Depth of lexical knowledge among bilingual children: The impact of schooling. Reading and Writing, 25, 1947–1971. http://doi.org/10.1007/s11145-011-9308-9
  59. Service, E., Simola, M., Metsänheimo, O. & Maury, S. (2002). Bilingual working memory span is affected by language skill. European Journal of Cognitive Psychology, 14(3), 383–408. http://doi.org/10.1080/09541440143000140
  60. Smith, E. E., Shoben, E. J., & Rips, L. J. (1974). Structure and process in semantic memory: A featural model for semantic decisions. Psychological Review, 81(3), 214–241. https://doi.org/10.1037/h0036351
  61. Snow, C. E. (1990). The development of definitional skill. Journal of Child Language, 17, 697–710. https://doi.org/10.1017/S0305000900010953
  62. Snow, C. E., Cancinο, H., Gonzalez, P., & Shriberg, E. (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (Ed.), Literacy in classrooms (pp. 233–249). Ablex.
  63. Snow, C., Cancino, H., Temple, J., & Schley, S. (1991). Giving formal definitions: A linguistic or metalinguistic skill? In E. Bialystok (Ed.), Language processing in bilingual children (pp. 90-112). Cambridge University Press.
  64. Treffers-Daller, J. (2019). What defines language dominance in bilinguals? Annual Review of Linguistics, 5(1), 375–393. https://doi.org/10.1146/annurevlinguistics-011817-045554
  65. Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1=L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217–234. http://doi.org/10.1017/S0142716401002041
  66. Vogindroukas, I., Protopapas, A. & Sideridis, G. (2009). Δοκιμασία εκφραστικού λεξιλογίου [Expressive vocabulary assessment] (Greek version of Renfrew word finding vocabulary test). Glafki.
  67. Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge depth vs. Breadth. Canadian Modern Language Review, 53, 13-39. https://doi.org/10.3138/cmlr.53.1.13
  68. Wechsler, D. (2014). Wechsler intelligence scale for children (5th ed.). PsychCorp.
DOI: https://doi.org/10.58734/plc-2023-0021 | Journal eISSN: 2083-8506 | Journal ISSN: 1234-2238
Language: English
Page range: 463 - 487
Published on: Nov 1, 2023
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2023 Ifigeneia Dosi, Grammatia Siskou, Chrysoula Dourou, published by Faculty of Psychology, University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.