The relation between language experience and receptive-expressive semantic gaps in bilingual children

Todd A. Gibson ^[1] ; Elizabeth D. Peña ^[1] ; Lisa M. Bedore ^[1]
1. [1] University of Texas at Austin
  
  University of Texas at Austin
  
  Estados Unidos
Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 17, Nº. 1, 2014, págs. 90-110
Idioma: inglés
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Resumen
- The purpose of the current study was to explore the influence of language experience on the presence of the receptive-expressive gap. Each of 778 Spanish-English bilingual children screened pre-kindergarten in Utah and Texas were assigned to one of five language experience groups, ranging from functionally monolingual to balanced bilingual. Children's scores from the language screener semantics subtest administered in both Spanish and English were standardized, and receptive and expressive semantic scores were compared. Children presented with a meaningful gap between receptive and expressive semantic knowledge in English but not Spanish. This gap increased as target-language exposure decreased. Results indicate that current language experience plays a dominant role in influencing the appearance and magnitude of the receptive-expressive gap.