Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children’s language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills.

中文翻译：

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5 岁儿童少数族裔与多数族裔语言能力概况

来自少数语言家庭的儿童达到学龄时，具有不同的双语技能。聚类分析在 126 名出生于美国的 5 岁西班牙语-英语双语者中确定了四种双语特征。这些概况在两个方面有所不同：语言平衡和总体语言知识。平衡主要随着语言接触的相对数量和质量指标（每种语言的家庭接触量和母亲教育）而变化。总体语言知识主要随着儿童语言学习能力指标（语音记忆和非语言智力）的变化而变化。英语占主导地位比平衡双语更为普遍；尽管西班牙语在母语使用中占主导地位，但西班牙语并不占主导地位。没有证据表明英语和西班牙语技能之间存在权衡。