How does L1 and L2 exposure impact L1 performance in bilingual children? : evidence from Polish-English migrants to the United Kingdom

2017
journal article
article
51
cris.lastimport.wos2024-04-09T23:47:05Z
dc.abstract.enMost studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals’ performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual, 145 monolingual) aged 4;0 to 7;5 (years; months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition) and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother’s education), gender, non-verbal IQ and short term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children’s narrative skills benefitted from exposure to two languages: both L1 and L2 exposure influenced story structure scores in L1. Importantly, we did not find any evidence (in any of the tasks in which the gap was present) that the performance gap between monolinguals and bilinguals could be fully closed with high amounts of L1 input.pl
dc.affiliationWydział Filozoficzny : Instytut Psychologiipl
dc.contributor.authorHaman, Ewapl
dc.contributor.authorWodniecka-Chlipalska, Zofia - 132687 pl
dc.contributor.authorMarecka, Marta - 378957 pl
dc.contributor.authorSzewczyk, Jakub - 161975 pl
dc.contributor.authorBiałecka-Pikul, Marta - 127299 pl
dc.contributor.authorOtwinowska, Agnieszkapl
dc.contributor.authorMieszkowska, Karolinapl
dc.contributor.authorŁuniewska, Magdalenapl
dc.contributor.authorKołak, Joannapl
dc.contributor.authorMiękisz, Anetapl
dc.contributor.authorKacprzak, Agnieszkapl
dc.contributor.authorBanasik, Nataliapl
dc.contributor.authorForyś-Nogala, Małgorzatapl
dc.date.accessioned2017-10-24T18:03:01Z
dc.date.available2017-10-24T18:03:01Z
dc.date.issued2017pl
dc.date.openaccess0
dc.description.accesstimew momencie opublikowania
dc.description.versionostateczna wersja wydawcy
dc.description.volume8pl
dc.identifier.articleid1444pl
dc.identifier.doi10.3389/fpsyg.2017.01444pl
dc.identifier.eissn1664-1078pl
dc.identifier.urihttps://ruj.uj.edu.pl/xmlui/handle/item/45641
dc.languageengpl
dc.language.containerengpl
dc.rightsUdzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa*
dc.rights.licenceCC-BY
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/legalcode.pl*
dc.share.typeotwarte czasopismo
dc.subject.enL1 acquisitionpl
dc.subject.enbilingual childrenpl
dc.subject.enPolish-English bilingualspl
dc.subject.enhome languagepl
dc.subject.enlanguage exposurepl
dc.subject.enlanguage inputpl
dc.subject.enmigrant childrenpl
dc.subject.enminority languagepl
dc.subtypeArticlepl
dc.titleHow does L1 and L2 exposure impact L1 performance in bilingual children? : evidence from Polish-English migrants to the United Kingdompl
dc.title.journalFrontiers in Psychologypl
dc.typeJournalArticlepl
dspace.entity.typePublication
cris.lastimport.wos
2024-04-09T23:47:05Z
dc.abstract.enpl
Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals’ performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual, 145 monolingual) aged 4;0 to 7;5 (years; months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition) and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother’s education), gender, non-verbal IQ and short term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children’s narrative skills benefitted from exposure to two languages: both L1 and L2 exposure influenced story structure scores in L1. Importantly, we did not find any evidence (in any of the tasks in which the gap was present) that the performance gap between monolinguals and bilinguals could be fully closed with high amounts of L1 input.
dc.affiliationpl
Wydział Filozoficzny : Instytut Psychologii
dc.contributor.authorpl
Haman, Ewa
dc.contributor.authorpl
Wodniecka-Chlipalska, Zofia - 132687
dc.contributor.authorpl
Marecka, Marta - 378957
dc.contributor.authorpl
Szewczyk, Jakub - 161975
dc.contributor.authorpl
Białecka-Pikul, Marta - 127299
dc.contributor.authorpl
Otwinowska, Agnieszka
dc.contributor.authorpl
Mieszkowska, Karolina
dc.contributor.authorpl
Łuniewska, Magdalena
dc.contributor.authorpl
Kołak, Joanna
dc.contributor.authorpl
Miękisz, Aneta
dc.contributor.authorpl
Kacprzak, Agnieszka
dc.contributor.authorpl
Banasik, Natalia
dc.contributor.authorpl
Foryś-Nogala, Małgorzata
dc.date.accessioned
2017-10-24T18:03:01Z
dc.date.available
2017-10-24T18:03:01Z
dc.date.issuedpl
2017
dc.date.openaccess
0
dc.description.accesstime
w momencie opublikowania
dc.description.version
ostateczna wersja wydawcy
dc.description.volumepl
8
dc.identifier.articleidpl
1444
dc.identifier.doipl
10.3389/fpsyg.2017.01444
dc.identifier.eissnpl
1664-1078
dc.identifier.uri
https://ruj.uj.edu.pl/xmlui/handle/item/45641
dc.languagepl
eng
dc.language.containerpl
eng
dc.rights*
Udzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa
dc.rights.licence
CC-BY
dc.rights.uri*
http://creativecommons.org/licenses/by/4.0/legalcode.pl
dc.share.type
otwarte czasopismo
dc.subject.enpl
L1 acquisition
dc.subject.enpl
bilingual children
dc.subject.enpl
Polish-English bilinguals
dc.subject.enpl
home language
dc.subject.enpl
language exposure
dc.subject.enpl
language input
dc.subject.enpl
migrant children
dc.subject.enpl
minority language
dc.subtypepl
Article
dc.titlepl
How does L1 and L2 exposure impact L1 performance in bilingual children? : evidence from Polish-English migrants to the United Kingdom
dc.title.journalpl
Frontiers in Psychology
dc.typepl
JournalArticle
dspace.entity.type
Publication
Affiliations

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