Posts Tagged conceptual vocabulary
When we test bilingual children we need to be able to do so in both of their languages. We can to look at speech and language in each of their two languages and we use this information to determine if their language production is like that of their typical (bilingual peers).
In the area of lexical-semantics we know that children who have exposure to two languages often show patterns of lexical knowledge consistent with their divided exposure. They may know home words in the home language and school words in the second language. It makes it difficult to test in only one language, but how do we take account of both their languages?
One of the observations we’ve made in many years of testing bilingual kids is that it is difficult at times for them to switch between languages– especially when they’ve been using English in diagnostics. This doesn’t mean of course that kids don’t codeswitch, they do and they do so during testing, but switching between languages on demand is hard.
We have been working on the question of how to best identify language impairment in bilinguals for a long time. One guideline that has been around for a long time is to test in both languages. In workshops and in presentations I often will repeat TEST IN BOTH LANGUAGES, test in both languages… But, how should results from two languages be combined? Read the rest of this entry »
Took me a while to come across this, but I ran across this post today looking for a copy of Core, et al’s paper and here’s a nice summary. The post spoke to me (and not only because it was posted on my birthday) but also because the work demonstrates the importance of looking at both languages when testing bilingual children–
The topic of my first Research Tuesday Blog is (drumroll please): “Total and Conceptual Vocabulary in Spanish–English Bilinguals From 22 to 30 Months: Implications for Assessment.”
To understand the purpose and findings of this article it is beneficial to know the difference between total and conceptual vocabulary.
Total vocabulary is the sum of the words a child knows across two languages.
Conceptual vocabulary gives the child credit for knowing concepts rather than words, and concepts that are represented in both languages are counted only once.
So basically, when looking at a bilingual child’s total vocabulary you would count both the word perro and the word dog. If you were looking at conceptual vocabulary you would only give the child credit for knowing one concept: the furry, four-legged creature in my house which barks and eats kibble is a dog/perro.
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