Patterns in diversity: Lexical learning in Samoan-English bilingual children

Abstract

This study examined the lexical development of nine Samoan-English bilingual children during their first year in English speaking preschools in Australia. Receptive and expressive lexicon in Samoan and English was assessed when the children had completed their first term of school (approximately 10 weeks) and then 6 months later. The bilingual children's scores in each language and composite scores were examined over time. Performance was also compared with typically developing, age-matched (4–5-year-old) monolingual English-speaking peers. Results indicated that the group made significant gains in both languages over time. The bilingual children's receptive composite scores were comparable to monolingual English scores, with clear changes in lexical composition (singlets and translation equivalents) over time. Expressive composite scores of bilingual children were lower than scores of monolingual peers. Results appeared to be highly influenced by the language environment and patterns of language use in this group. The potential use of composite score methodology as a clinical assessment tool in bilingual children is discussed.

Keywords:

• Bilingualism
• language acquisition
• assessment
• vocabulary

Acknowledgements

The authors wish to thank the school principals, teachers and students for their enthusiastic co-operation in this study. Special thanks to Mabel Faataape for guidance in developing the Samoan language tasks, administration of Samoan tasks, and parent interaction, and Pouli Sanft for translating the Australian English Vocabulary Inventory.