Caroline Floccia, Plymouth University, School of Psychology (Faculty of Health & Human Sciences)
January 23 2017, 11h Salle de réunion du LPP, H432, 4ème étage, Centre Biomédical des Saints Pères 45 rue des Sts Pères, 75006 Paris
Which factors predict vocabulary knowledge in 2-year-old bilingual toddlers? Effects of linguistic distance and contextual variables
Young bilingual children typically underperform on language development measures relative to monolingual norms. Detecting genuine language delay, beyond this bilingual difference, is confounded by the range of interacting situational factors and possible language combinations that modulate the rate of development. For the first time we provide norms of development of expressive and receptive vocabulary for 2-year-old toddlers learning British English and one Additional Language (AL) out of diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish and Welsh). These norms are based on CDI measures of vocabulary modulated by a range of predictors of bilingual development (amount of exposure to each language, proportion of each language in parental overheard speech, infant gender) identified in a comprehensive survey. We also show that linguistic distance based on measures of phonological overlap predicts receptive and expressive vocabulary in English and the AL. Finally, we integrate these predictors to develop UKBTAT, an online tool for the estimation of expected vocabulary size in 2-year-old bilingual UK-raised toddlers.