Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2023-11-21 DOI:10.1111/lang.12617

Adriana Weisleder, Margaret Friend, Angeline Sin Mei Tsui, Virginia A. Marchman

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Abstract

A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.

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用家长报告测量幼儿双语儿童词汇量:范围评估

很多孩子接触一种以上的语言。评估单语儿童早期词汇发展的一种行之有效的方法是家长报告;然而，它在双语/多语言环境中的使用不太确定，并带来了独特的挑战。在这一方法学范围回顾中，我们回顾了使用父母报告的双语/多语儿童早期词汇发展研究(1980年1月- 2022年3月)。共筛选576篇文章，产生101篇研究进行分析。在过去的二十年里，关于双语/多语词汇的研究越来越多;然而，世界语言的代表性仍然稀少。大多数研究评估了双语/多语儿童在每种语言中的词汇，并使用了适应语言和文化特征的工具。然而，该领域可以从标准化的报告实践中受益，包括双/多语言的定义、记者的选择和工具的开发，并且迫切需要研究开发、验证和规范专门针对双语/多语言案例的父母报告工具。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.