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Article published In: Dutch Journal of Applied Linguistics
Vol. 6:1 (2017) ► pp.41–64

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Keeping up with the monolinguals

An equal pace of vocabulary development between Dutch monolingual and bilingual infants in the first 18 months after birth

 | Utrecht University
 | Utrecht University
 | Utrecht University
Published online: 26 October 2017
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https://doi.org/10.1075/dujal.6.1.03liu
Abstract
Previous studies investigating possible differences between monolingual and bilingual infants’ vocabulary development have produced mixed results. The current study examines the size of the total receptive and expressive vocabulary, total conceptual vocabulary, and specific Dutch vocabulary of two hundred 8- to 18-month-old monolingual and bilingual infants born and living in the Netherlands. Families completed a Dutch version of the MacArthur-Bates Communicative Developmental Inventories. Results illustrate that bilingual infants keep up with monolinguals even in Dutch receptive and expressive vocabulary sizes, showing no trace of delay in the development of the socially dominant language. The overall findings constitute an extension of work on vocabulary acquisition and challenge existing theories that suggest a developmental delay among bilingual learners. The equal pace of development between the monolingual and bilingual groups provides new insights into the influence and perhaps advantages of early bilingual language acquisition.
Article outline
  • 1.Introduction
  • 2.Method
    • 2.1Participants
    • 2.2Instrument
    • 2.3Procedure
    • 2.4Scoring
    • 2.5Results
      • 2.5.1Receptive vocabulary in 8–15-month-olds
      • 2.5.2Receptive vocabulary in 17–18-month-olds
      • 2.5.3Expressive vocabulary in 8–15-month-olds
      • 2.5.4Expressive vocabulary in 17–18-month-olds
    • 2.6The influence of degree of exposure on bilingual vocabulary development
    • 2.7Overall summary
  • 3.Discussion
  • References
References (79)
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Cited by one other publication

Liu, Liquan & René Kager
2018. Monolingual and Bilingual Infants’ Ability to Use Non-native Tone for Word Learning Deteriorates by the Second Year After Birth. Frontiers in Psychology 9 DOI logo

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