Nouns and verbs: Across- and within-language associations in young dual language learners

Abstract

Studies of young dual language learners (DLLs) suggest that there may be within-language and across-language associations as children acquire two languages. Understanding typical DLL development can support effective teaching environments and strategies for improved bilingual outcomes. This study examined within- and across-language associations through retrospective analysis of noun vocabularies, verb vocabularies, noun learning (i.e., fast mapping), and verb learning (i.e., syntactic bootstrapping) in 367 DLLs aged 3-5 years acquiring Spanish and English. Expected within-and across-language associations were revealed, though inconclusive across-langauge associations suggest complex across-language associations at play in bilingual development. Differences in vocabulary or word learning between participants of different language exposure, socioeconomic status, and age groups suggest that external factors may further influence dual language development. Results overall support some across-language influence in dual language development likely affected by external factors which can be modified to support bilingual outcomes.