There is a need to provide bilingual assessments and reference data to identify those who struggle to acquire their heritage language (L1) or the language spoken in the country of residence (L2). However, bilingual assessments and data are still sparse. Therefore, the aim was to use a tablet application to screen receptive vocabulary in different languages and discuss this data in the context of lexical acquisition theories. Forty-four monolingual German, 15 bilingual German–Polish and 21 German–Turkish-speaking children aged between 3;5 (3 years and 5 months) and 6;1 were assessed. All children completed the German version of the Receptive Vocabulary Screener (RVS), a tablet application testing 20 nouns and 20 verbs, and two standardized vocabulary sub-tests. Additionally, the bilingual children completed the Turkish or Polish version of the RVS. Internal consistency showed that the RVS is a reliable tool for research purposes and validity was confirmed by significant and moderate to strong correlations with the two standardized vocabulary sub-tests. Monolingual children outperformed bilingual children when performance comparisons were solely based on the German items. However, group differences were not significant when total vocabulary was used, i.e. the number of words bilingual children named across both versions. For bilingual children, L1 and L2 scores did not differ, i.e. they showed a similar performance on the L1/L2 subtest. Paternal education, but not maternal education, was significantly correlated to vocabulary scores. Children with more translation equivalents, i.e. words they know in both languages, and with a higher level of language proficiency showed higher scores on the screener. The app provided a valuable opportunity to assess lexical knowledge across different languages. Results indicated that total vocabulary and translation equivalents must be considered to evaluate bilingual children’s lexical knowledge.

中文翻译：

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Stern、gwiazda 或 star：使用平板电脑应用程序筛选单语和双语德语-波兰语或德语-土耳其语儿童的跨语言接受词汇技能

需要提供双语评估和参考数据，以识别那些努力学习传统语言 (L1) 或居住国语言 (L2) 的人。然而，双语评估和数据仍然很少。因此，目的是使用平板电脑应用程序筛选不同语言的接受词汇，并在词汇习得理论的背景下讨论这些数据。对年龄在 3;5（3 岁零 5 个月）和 6;1 之间的 44 名单语德语、15 名双语德语-波兰语和 21 名德语-土耳其语儿童进行了评估。所有孩子都完成了德语版的接受性词汇筛选器 (RVS)、测试 20 个名词和 20 个动词的平板电脑应用程序以及两个标准化的词汇子测试。此外，双语儿童完成了土耳其语或波兰语版的 RVS。内部一致性表明 RVS 是用于研究目的的可靠工具，其有效性通过与两个标准化词汇子测试的显着和中到强相关性得到证实。当表现比较仅基于德语项目时，单语儿童的表现优于双语儿童。然而，当使用总词汇量时，即两个版本中双语儿童的单词数，组别差异并不显着。对于双语儿童，L1 和 L2 分数没有差异，即他们在 L1/L2 子测试中表现出相似的表现。父亲教育，而不是母亲教育，与词汇分数显着相关。具有更多翻译等价物的儿童，即他们在两种语言中都知道的单词，语言水平越高，在筛选器上显示的分数越高。该应用程序提供了一个宝贵的机会来评估不同语言的词汇知识。结果表明，评估双语儿童的词汇知识必须考虑总词汇量和翻译等价物。