This study aimed to test three competing hypotheses concerning the strength of the cross-language relationship in listening comprehension proficiency in emergent bilinguals: Cummins's developmental linguistic interdependence hypothesis, Proctor, August, Snow, and Barr's interdependence continuum hypothesis, and Goodrich, Lonigan, Kleuver, and Farver's language independence hypothesis. We assessed 75 Turkish–Dutch bilingual children attending Dutch-medium schools using a two-wave design. This involved an assessment of sentence comprehension when the children were in preschool, followed by an assessment of their discourse comprehension in 1st grade. Correlational, multiple regression, and path analyses indicated significant positive and medium-sized L1–L2 relationships between listening comprehension proficiency at the two points in time yet not over time. These findings were consistent with the developmental linguistic interdependence hypothesis for sentence comprehension and with the developmental linguistic interdependence and the language independence hypotheses for discourse comprehension. We advocate a multidimensional explanatory framework to explore the moderating role of type of skill in determining the strength of the cross-language relationship.

中文翻译：

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土耳其语-荷兰语双语双语者对听力理解能力的跨语言依赖性：测试三个假设

这项研究的目的是检验与跨语言关系在新兴双语者的听力理解能力方面的优势有关的三个相互竞争的假设：康明斯的发展语言相互依存假设，Proctor，August，Snow和Barr的相互依存连续性假设，以及Goodrich，Lonigan，Kleuver，和Farver的语言独立性假设。我们采用两波设计评估了75名在荷兰中等学校就读的土耳其－荷兰双语儿童。这包括评估孩子在学龄前的句子理解能力，然后评估他们一年级的话语理解能力。相关，多元回归，路径分析表明，在两个时间点的听力理解能力之间存在显着的正中L1–L2关系，但并没有随着时间的推移而变化。这些发现与句子理解的发展性语言相互依赖假说，话语理解的发展性语言相互依赖假想和语言独立性假说相符。我们提倡多维解释框架，以探索技能类型在确定跨语言关系强度中的调节作用。