Language Use in the Natural Environment of Spanish-English Bilingual 3- and 4-Year-Olds

Early identification and assessment of possible language-learning difficulties are needed to help young children who are bilingual attain proficiency in both their languages. Typical language development of sequential bilinguals is not widely understood. Young sequential bilinguals below the age of 5 years are in the dynamic stages of language learning. The home language (L1) acts as an essential foundation for the child's first (L1) and second (L2) language development. The relationship between L1 and L2 fluctuates within and across children, decreasing the value of standardized single language measures that lead to under- or over-estimation of a bilingual's skills. The purpose of this study was to examine and compare repeated samples of sequential bilinguals' language use in the natural environment with standardized and criterion-referenced measures of their two languages. A two-level hierarchical linear model was employed (time points across the day nested in children). Child vocalization counts differed significantly across home and school environments. Adult word counts were negatively related to child vocalization counts; however, conversational turns positively predicted the number of child vocalizations per 15 min interval. These results contribute to the limited research on sequential bilinguals' development of typical home and community language use.