Modelling vocabulary development among multilingual children prior to and following the transition to school entry
dc.contributor.author | MacLeod, Andrea | |
dc.contributor.author | Castellanos Ryan, Natalie | |
dc.contributor.author | Parent, Sophie | |
dc.contributor.author | Jacques, Sophie | |
dc.contributor.author | Séguin, Jean | |
dc.date.accessioned | 2018-09-13T14:04:51Z | |
dc.date.available | MONTHS_WITHHELD:18 | fr |
dc.date.available | 2018-09-13T14:04:51Z | |
dc.date.issued | 2017-01-03 | |
dc.identifier.uri | http://hdl.handle.net/1866/20876 | |
dc.publisher | Taylor & Francis | fr |
dc.subject | Vocabulary | fr |
dc.subject | Bilingual | fr |
dc.subject | Second-language learning | fr |
dc.subject | Age of acquisition | fr |
dc.subject | Simultaneous | fr |
dc.subject | Sequential | fr |
dc.subject | Sociolinguistic context | fr |
dc.title | Modelling vocabulary development among multilingual children prior to and following the transition to school entry | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des arts et des sciences. École de psychoéducation | fr |
dc.contributor.affiliation | Université de Montréal. Faculté de médecine. Département de psychiatrie et d'addictologie | fr |
dc.identifier.doi | 10.1080/13670050.2016.1269718 | |
dcterms.abstract | Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se. | fr |
dcterms.isPartOf | urn:ISSN:1367-0050 | fr |
dcterms.isPartOf | urn:ISSN:1747-7522 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | MacLeod, A. A. N., Castellanos-Ryan, N., Parent, S., Jacques, S. & Séguin, J. R. (2017) Modelling vocabulary development among multilingual children prior to and following the transition to school entry [Online]. International Journal of Bilingual Education and Bilingualism, -. | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | International journal of bilingual education and bilingualism |
Files in this item
This item appears in the following Collection(s)
This document disseminated on Papyrus is the exclusive property of the copyright holders and is protected by the Copyright Act (R.S.C. 1985, c. C-42). It may be used for fair dealing and non-commercial purposes, for private study or research, criticism and review as provided by law. For any other use, written authorization from the copyright holders is required.