Lexical development in bilingual preschool children

被引：0

作者：

Onofrio, Daniela ^{[1
]}

Caselli, Maria Cristina ^{[2
]}

Ferri, Rosa ^{[3
]}

机构：

[1] BES T Bisogni Educ Speciali & Tecnol Assist Start, Via Apuli 1, I-00161 Rome, Italy

[2] CNR, ISTC, Via Nomentana 56, I-00161 Rome, Italy

[3] Sapienza Univ Roma, Dipartimento Psicol Dinam & Clin, Via Apuli 1, I-00161 Rome, Italy

来源：

PSICOLOGIA CLINICA DELLO SVILUPPO | 2019年 / 23卷 / 01期

关键词：

Bilingual children; vocabulary development; linguistic input; language assessment approaches; DUAL LANGUAGE EXPOSURE; VOCABULARY DEVELOPMENT; TRANSLATION EQUIVALENTS; EXPRESSIVE VOCABULARY; SOCIOECONOMIC-STATUS; CONCURRENT VALIDITY; ENGLISH-SPEAKING; SPANISH-SPEAKING; WORD RECOGNITION; ACQUISITION;

D O I：

10.1449/93132

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Although bilingualism has been a long-standing topic of interest for scientists of different disciplines(philosophers, psychologists, linguists), most of our current knowledge is not easily applicable to situations that clinicians and researchers face as a result of a recent increase in immigration. This review analyses recent studies investigating vocabulary development in bilingual preschool children who have been simultaneously exposed to the language of their parents' country and to the language of their host country since birth. This review highlights the characteristics of bilingual development and methodological concerns in the assessment of bilingualism. After a general introduction of bilingual language development, this review focuses on the role of linguistic input in bilingual lexical acquisition and diverse approaches to lexical assessment in simultaneous bilingual preschool children.

引用

页码：27 / 48

页数：22

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