Language-Specific & Conceptual Vocabulary in Bilingual Children and Their Primary Caregivers

1. Language-Specific & Conceptual Vocabulary in Bilingual Children and Their Primary Caregivers Christina J. Ausick Cardon Children’s Medical Center Margarita Kaushanskaya University of Wisconsin-Madison

2. Introduction • What we know… • The influences on MONOLINGUAL children’s vocabulary development • Potential factors that influence BILINGUAL children’s vocabulary development, but these are conflicting.

3. 1. Explore the relationship between primary caregivers language abilities and children’s vocabulary performance in monolingual and bilingual groups. 2. Compare monolingual and bilingual children’s performance on language-specific and conceptual vocabulary measures. Goals of this project:

4. Participants/Demographics

5. Expressive Vocabulary Measures English: Woodcock-Johnson III: Picture Vocabulary Spanish: Batería III Woodcock-Muñoz: Vocabulario Sobre Dibujos Receptive Vocabulary Measures English: PPVT-III (Peabody Picture Vocabulary Test-III) Spanish: TVIP (Test de Vocabulario en Imagenes Peabody) Vocabulary Measures Total Conceptual Vocabulary Score: Only for bilingual children and their caregivers, includes English and Spanish expressive and receptive vocabulary measures.

6. WJ- III Picture Vocabulary Subtest; form used for Total Conceptual Vocabulary

7. Results: Monolingual vs. Bilingual English Vocabulary Performance

8. Results: Bilinguals’ Vocabulary Performance in English (Caregivers vs. Children)

9. Results: Bilinguals’ Vocabulary Performance in Spanish (Caregivers vs. Children)

10. Results: Monolingual Children vs. Primary Caregivers

11. Discussion: Vocabulary Performance • Monolingual Children scored higher on English vocabulary measures compared to Bilingual Children • Conceptual scoring increases Bilinguals’ scores, but does not eliminate the performance gap. • Larger gap for receptive vocabulary • Conceptual vocabulary calculation method

12. Discussion: Input Quality • Primary Caregiver’s Vocabulary Performance vs. their Child’s Vocabulary Performance • Monolingual group’s correlations were not significant. • Bilingual group’s correlations were significant for English vocabulary measures, but not for Spanish vocabulary measures.

13. Acknowledgements • A big “Thank You” goes out to: • Julie Washington • Susan Ellis Weismer • Vanessa Montoya • Stephanie Van Hecke • Marissa Stern • and, Ann Rogers • Funding • NIH XXXX

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15. THANK YOU! Questions? OR Comments?