Spanish and early English development in young dual language learners: A preliminary study

Virginia L. Dubasik, Martha Wilcox

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

The objective of this study was to describe ongoing Spanish and early English development in young dual language learners (DLLs) in the context of standardized measures and language sample measures. Participants were eight DLLs (M age in months = 44.4) attending preschool. Data were collected at four time points over the school year. Child outcome measures were composite and raw scores on the Clinical Evaluation of Language Fundamentals Preschool-2 (Spanish and English), and language sample measures of lexical and grammatical development. Median standard scores in Spanish at school entry (Time 1) were not substantially different from scores in May (Time 4); however, an increase in verb use was observed. Children's English receptive, content, and structure standardized and raw scores in May were higher than at school entry. Children's performance was highly variable across measures and languages. Findings provide a starting point for future research on language development of young Spanish-English DLLs and helpful considerations for speech-language pathologists and educators who assess DLLs.

Original languageEnglish (US)
Pages (from-to)163-175
Number of pages13
JournalSpeech, Language and Hearing
Volume16
Issue number3
DOIs
StatePublished - Sep 2013

Keywords

  • Bilingual
  • Dual language learners
  • Language development
  • Spanish
  • Typical

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Linguistics and Language
  • Speech and Hearing

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