A large body of evidence has documented that the frequency and the quality of early language experiences predict receptive and expressive infant language skills (Hoff, 2006; Hudson et al, 2015). However, the quantity and quality of language experiences vary significantly depending on the socio-economic condition (Hart & Risley, 1995). Particularly, children from low-income families receive less language input and of lower quality than children from higher-income families, that places them at risk for language delays and subsequent learning difficulties (Fiorentino & Howe, 2004; Cabell et al., 2013). Moreover, many low-income families are also immigrant families, and bilingual children show slower rate of language growth in each language compared to monolingual children (Hoff et al. 2012). However, also in bilingual conditions the quality of early linguistic environment is likely to predict the early language development (Hoff, 2013).
The present longitudinal study examine the rate of lexical acquisition in toddlers from Italian and immigrant low-income families ‒ that is, one language learners and dual language learners from environment at-risk for language development ‒in order to:
Around 100 toddlers attending six nursery schools with high percentage of low-income families (both Italian and immigrant families) in the municipality of Verona are followed longitudinally from 12 to 36 months, at 6-month-intervals. Using a multimethod approach, at each age point the child’s receptive and productive vocabulary is assessed using the MacArthur-Bates Communicative Development Inventories (Primo Vocabolario del Bambino-PVB (Caselli, Stefanini, & Pasqualetti, 2007) ‘Gestures and words’ form (12-18) and ‘Words and phrases’ form (18-30), and nursery teacher-child communication observed during 10 min of interaction during nursery school routines. Further information will be collected through questionnaires on sociodemographic data, language/s used at home, and home reading practices. The vocabulary skills in L1 of bilingual children are assessed in collaboration with cultural mediators.
vocabulary acquisition, toddlers, low-income families, home reading practices, dual language
Manuela Lavelli (http://www.dsu.univr.it/?ent=persona&id=466&lang=en), University of Verona
36 months (September 2016- )
Data collection in progress; data transcription, coding and analysis in progress; first results presented at Conference; publication in preparation.
Barachetti, C., Majorano, M., & Lavelli, M. (2018). Vocabolario in produzione di bambini bilingui a 24 mesi: evidenze dal confronto con monolingui e tra bilingui con differenti L1. InSimposio, Giornate CLASTA (Communication & Language Acquisition Studies in Typical & Atypical population) IX ed., L’Aquila, 18-19 maggio.