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Minority Language Exposure Predicts Multilingual Receptive Abilities in Catalan-Spanish Bilingual Children

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Title: Minority Language Exposure Predicts Multilingual Receptive Abilities in Catalan-Spanish Bilingual Children
Language: English
Authors: Adriana Soto-Corominas (ORCID 0000-0002-0489-9098)
Source: International Journal of Bilingual Education and Bilingualism. 2025 28(3):358-374.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Foreign Countries, Spanish, Romance Languages, English (Second Language), Multilingualism, Language Minorities, Profiles, Elementary School Students, Second Language Learning, Language Enrichment, Language Proficiency, Language Skills, Environmental Influences, Grade 1
Geographic Terms: Spain
DOI: 10.1080/13670050.2024.2433139
ISSN: 1367-0050
1747-7522
Abstract: Bilingual profiles may be used to capture the absolute (i.e. not relative) levels of bilinguals' abilities across their two languages. This study investigates the profiles of 146 early Catalan-Spanish bilingual children at the beginning of primary schooling with three goals: (1) to investigate what subgroups of bilinguals exist based on their receptive lexical and grammatical abilities in the two languages, (2) to find the background and linguistic characteristics that distinguish the profiles, and (3) to determine whether or how their profile may relate to their abilities in L3-English. Results showed two main profiles in the sample: a high-abilities group, whose receptive vocabulary and grammar abilities were above the sample mean in both languages, and a low-abilities group, whose results were at or below the mean. The former profile was characterized by more frequent exposure to the minority language Catalan than the latter. In addition, the two profiles exhibited differential performance in their receptive abilities in L3-English, with the high-performing participants scoring significantly higher. Taken together, results demonstrate substantial variation in multilingual skills at the early stages of schooling, and that engaging with the minority language may result in overall multilingual gains due to the benefits conferred by balanced bilingual exposure.
Abstractor: As Provided
Notes: https://osf.io/aym98
Entry Date: 2026
Accession Number: EJ1500011
Database: ERIC
FullText Text:
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  Data: Minority Language Exposure Predicts Multilingual Receptive Abilities in Catalan-Spanish Bilingual Children
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  Data: <searchLink fieldCode="AR" term="%22Adriana+Soto-Corominas%22">Adriana Soto-Corominas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0489-9098">0000-0002-0489-9098</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2025 28(3):358-374.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Romance+Languages%22">Romance Languages</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Enrichment%22">Language Enrichment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1080/13670050.2024.2433139
– Name: ISSN
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Bilingual profiles may be used to capture the absolute (i.e. not relative) levels of bilinguals' abilities across their two languages. This study investigates the profiles of 146 early Catalan-Spanish bilingual children at the beginning of primary schooling with three goals: (1) to investigate what subgroups of bilinguals exist based on their receptive lexical and grammatical abilities in the two languages, (2) to find the background and linguistic characteristics that distinguish the profiles, and (3) to determine whether or how their profile may relate to their abilities in L3-English. Results showed two main profiles in the sample: a high-abilities group, whose receptive vocabulary and grammar abilities were above the sample mean in both languages, and a low-abilities group, whose results were at or below the mean. The former profile was characterized by more frequent exposure to the minority language Catalan than the latter. In addition, the two profiles exhibited differential performance in their receptive abilities in L3-English, with the high-performing participants scoring significantly higher. Taken together, results demonstrate substantial variation in multilingual skills at the early stages of schooling, and that engaging with the minority language may result in overall multilingual gains due to the benefits conferred by balanced bilingual exposure.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/aym98
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1500011
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Spanish
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      – SubjectFull: Romance Languages
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      – SubjectFull: Spain
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