Developmental Changes in Receptive Vocabulary in Hispanic Bilingual School Children  

Oleh:

Oller, D.K. ; Umbel, Vivian M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 44 no. 2 (Jun. 1994), page 221-242.
Fulltext: 44_02_Umbel.pdf (1.19MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/44 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The present study examined the receptive vocabulary knowledge of mid-socioeconomic-status Hispanic simultaneous bilingual exposed to English and Spanish (either mostly Spanish equally English and Spanish) at home since birth. One hundred and two (34 from each grade level) first, third, and sixth graders were tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulary en Imagenes Peabody (TVIP-H). All functioned comparably well on the Spanish receptive vocabulary test, the performance of first and sixth graders being near the mean for the morning sample. In contrast, English receptive vocabulary performance increased with grade level (p<.05), first graders function approximately on standard deviation below the mean and sixth graders near the mean. It appears, therefore, that early simultaneous exposure to two languages does not harm receptive vocabulary development in the language of origin, while it lays the groundwork for gradual improvement in the majority language with formal schooling. Furthermore, within a simultaneous learning circumstance, equal exposure to English and Spanish at home was found to be sufficient for the maintenance of Spanish vocabulary skills and superior to exposure to mostly Spanish at home with respect to English Cummins' (1979, 1984) interdependence hypothesis, performance in one language was found to be the best predictor of performance in the other.

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