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A Longitudinal Investigation of the Relations between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes

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Title: A Longitudinal Investigation of the Relations between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes
Language: English
Authors: Becky H. Huang (ORCID 0000-0003-3235-5298), Ye Shen (ORCID 0000-0002-6833-765X)
Source: Journal of Speech, Language, and Hearing Research. 2025 68(11):5474-5492.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Contract Number: SC2HD100362
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Longitudinal Studies, Bilingual Students, Bilingualism, Bilingual Education, Spanish, English, Immersion Programs, Elementary School Students, Phonological Awareness, Emergent Literacy, Morphology (Languages), Vocabulary Development, Syntax, Language Usage, Language Enrichment, Language Skills
DOI: 10.1044/2025_JSLHR-25-00278
ISSN: 1092-4388
1558-9102
Abstract: Purpose: This study aims to characterize Spanish-English emergent bilingual (EB) children's language experiences and to examine how these experiences contribute to their bilingual development over a 2-year period. All EB children were enrolled in dual language immersion (DLI) programs. This setting provides a unique opportunity to explore how bilingual language experiences shape bilingual language development across time. Method: Fifty-seven Spanish-English EB children participated in the study. Bilingual language skills were assessed at two time points: Time 1 (2019) and Time 2 (2021). Participants were in Grade 1 or 3 at Time 1 (M[subscript age] = 91.4 months, SD = 12.37) and Grade 3 or 5 at Time 2 (M[subscript age] = 113.43 months; SD = 14.07), respectively. Children were assessed on phonological awareness, morphological awareness, vocabulary, and syntactic awareness in both English and Spanish. Language experience was measured through child- and teacher-reported surveys. Results: Over time, teacher-reported Spanish experience at school increased and English experience decreased, while child-reported English experience at home remained stable. Except for Spanish vocabulary, significant gains were found for all language measures, indicating continuous development trajectories. Teacher-reported English experience at Time 1 positively predicted English vocabulary gains. Time 2 teacher-reported Spanish experience and child-reported English experience negatively predicted Spanish vocabulary growth, suggesting possible trade-offs. Conclusions: This study highlights the importance of balanced, high-quality bilingual experience across home and school. DLI programs support growth in multiple language domains, though Spanish expressive vocabulary may need targeted support. Findings have educational and clinical implications for assessment, early intervention, and promoting heritage language use without compromising English-language development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489422
Database: ERIC
FullText Links:
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  Data: A Longitudinal Investigation of the Relations between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Becky+H%2E+Huang%22">Becky H. Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3235-5298">0000-0003-3235-5298</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ye+Shen%22">Ye Shen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6833-765X">0000-0002-6833-765X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2025 68(11):5474-5492.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: National Institutes of Health (NIH) (DHHS)
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  Data: <searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Enrichment%22">Language Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
– Name: DOI
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  Data: 10.1044/2025_JSLHR-25-00278
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This study aims to characterize Spanish-English emergent bilingual (EB) children's language experiences and to examine how these experiences contribute to their bilingual development over a 2-year period. All EB children were enrolled in dual language immersion (DLI) programs. This setting provides a unique opportunity to explore how bilingual language experiences shape bilingual language development across time. Method: Fifty-seven Spanish-English EB children participated in the study. Bilingual language skills were assessed at two time points: Time 1 (2019) and Time 2 (2021). Participants were in Grade 1 or 3 at Time 1 (M[subscript age] = 91.4 months, SD = 12.37) and Grade 3 or 5 at Time 2 (M[subscript age] = 113.43 months; SD = 14.07), respectively. Children were assessed on phonological awareness, morphological awareness, vocabulary, and syntactic awareness in both English and Spanish. Language experience was measured through child- and teacher-reported surveys. Results: Over time, teacher-reported Spanish experience at school increased and English experience decreased, while child-reported English experience at home remained stable. Except for Spanish vocabulary, significant gains were found for all language measures, indicating continuous development trajectories. Teacher-reported English experience at Time 1 positively predicted English vocabulary gains. Time 2 teacher-reported Spanish experience and child-reported English experience negatively predicted Spanish vocabulary growth, suggesting possible trade-offs. Conclusions: This study highlights the importance of balanced, high-quality bilingual experience across home and school. DLI programs support growth in multiple language domains, though Spanish expressive vocabulary may need targeted support. Findings have educational and clinical implications for assessment, early intervention, and promoting heritage language use without compromising English-language development.
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        Value: 10.1044/2025_JSLHR-25-00278
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      – Text: English
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Bilingual Students
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