Hostname: page-component-8448b6f56d-wq2xx Total loading time: 0 Render date: 2024-04-24T23:01:34.472Z Has data issue: false hasContentIssue false
  • English
  • Français

Profiles of bilingualism in early childhood: A person-centred Latent Profile Transition Approach

Published online by Cambridge University Press:  18 November 2020

Ryanne Francot ,
Elma Blom ,
Martine Broekhuizen  and
Paul Leseman
Ryanne Francot*
Affiliation:
Utrecht University, Utrecht, The Netherlands
Elma Blom
Affiliation:
Utrecht University, Utrecht, The Netherlands
Martine Broekhuizen
Affiliation:
Utrecht University, Utrecht, The Netherlands
Paul Leseman
Affiliation:
Utrecht University, Utrecht, The Netherlands
*
Address for correspondence: Ryanne Francot, E-mail: r.j.r.m.francot@uu.nl
Get access Rights & Permissions [Opens in a new window]

Abstract

Bilingualism as it occurs in current societies is a complex, multidimensional and dynamic phenomenon, calling for new approaches to capture this concept. This study shows the feasibility of a person-centred approach by combining measures of the use of and proficiency in the first and second language from 110 young Turkish–Dutch children at two measurement waves, using two existing datasets. Latent Profile Analysis revealed four profiles, equivalent at age four and six: 1) Dominant L1 use, relatively low L1 and L2 proficiency, 2) Dual L1 and L2 use, around average L1 and L2 proficiency, 3) Dominant L1 use, relatively high L1 and L2 proficiency and 4) Dominant L2 use, relatively high L2 proficiency. Latent Transition Analysis indicated that children changed in profiles over time. Regression analyses showed that profiles were differently related to the family's socioeconomic status and children's nonverbal intelligence at age four. No relations were found at age six.

Keywords

bilingualismbilingual profilessecond language acquisitionlatent profile transition analysisearly childhood
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 24 , Issue 3 , May 2021 , pp. 569 - 582
Check for updates
Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, JA, Hawrylewicz, K and Bialystok, E (2018a). Who is bilingual? Snapshots across the lifespan. Bilingualism: Language and Cognition 21, 1–12. doi: 10.1017/S1366728918000950Google Scholar
Anderson, JA, Mak, L, Chahi, AK and Bialystok, E (2018b). The language and social background questionnaire: Assessing degree of bilingualism in a diverse population. Behavior Research Methods 50, 250–263. doi: 10.3758/s13428-017-0867-9CrossRefGoogle Scholar
Arriagada, PA (2005). Family context and Spanish-language use: A study of Latino children in the United States. Social Science Quarterly 86, 599–619. doi: 10.1111/j.0038-4941.2005.00320.xCrossRefGoogle Scholar
Backus, A (2013). Turkish as an Immigrant Language in Europe. In Bhatia, T & Ritchie, W (eds), The Handbook of Bilingualism and Multilingualism. Hoboken, NJ: John Wiley & Sons, pp. 770–790.Google Scholar
Baker, C (2011). Foundations of bilingual education and bilingualism (Vol. 79). Clevedon: Multilingual matters.Google Scholar
Bialystok, E (2001). Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press. doi: 10.1017/CBO9780511605963CrossRefGoogle Scholar
Bialystok, E (2010). Bilingualism. Wiley interdisciplinary reviews: Cognitive science 1, 559- 572. doi: 10.1002/wcs.43Google ScholarPubMed
Bialystok, E (2015). Bilingualism and the development of executive function: The role of Attention. Child Development Perspectives 9, 117–121. doi: 10.1111/cdep.12116CrossRefGoogle ScholarPubMed
Bialystok, E (2016). The signal and the noise. Linguistic Approaches to Bilingualism 6, 517–534. doi: 10.1075/lab.15040.biaCrossRefGoogle Scholar
Bialystok, E, Craik, F and Luk, G (2012). Bilingualism: consequences for mind and Brain. Trends in Cognitive Sciences 16, 240–250. doi: 10.1016/j.tics.2012.03.001CrossRefGoogle ScholarPubMed
Bialystok, E, Luk, G, Peets, KF and Yang, S (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition 13, 525–531. doi: 10.1017/S1366728909990423CrossRefGoogle ScholarPubMed
Blom, E (2019). Domain-General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language. Language Learning 69, 292–322. doi: 10.1111/lang.12333CrossRefGoogle Scholar
Blom, E, Küntay, AC, Messer, M, Verhagen, J and Leseman, P (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology 128, 105–119. doi: 10.1016/j.jecp.2014.06.007CrossRefGoogle ScholarPubMed
Bohlmann, NL, Maier, MF and Palacios, N (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development 86, 1094–1111. doi: 10.1111/cdev.12375CrossRefGoogle ScholarPubMed
Brand, A (1999). MINDS: Tool for research in health psychology and neuropsychology. In den Brinker, B, Beek, P, Brand, A, Maarse, F and Mulder, L (eds), Cognitive ergonomics, clinical assessment, and computer-assisted learning. Leiden, the Netherlands: Swets & Zeitlinger, pp. 155–168.Google Scholar
De Bruin, A, Treccani, B and Della Sala, S (2015). Cognitive advantage in bilingualism: An example of publication bias?. Psychological Science 26, 99–107. doi: 10.1177%2F0956797614557866CrossRefGoogle ScholarPubMed
Calvo, A and Bialystok, E (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition 130, 278–288. doi: 10.1016/j.cognition.2013.11.015CrossRefGoogle ScholarPubMed
Celeux, G and Soromenho, G (1996). An entropy criterion for assessing the number of clusters in a mixture model. Journal of Classification 13, 195–212. doi: 10.1007/BF01246098CrossRefGoogle Scholar
Chen, S, Zhou, Q, Uchikoshi, Y and Bunge, S (2014). Variations on the bilingual advantage? Links of Chinese and English proficiency to Chinese American children's self-regulation. Frontiers in Psychology 5, 1–11. doi: 10.3389/fpsyg.2014.01069CrossRefGoogle ScholarPubMed
Collins, BA, O'Connor, EE, Suárez-Orozco, C, Nieto-Castañon, A and Toppelberg, CO (2014). Dual language profiles of Latino children of immigrants: Stability and change over the early school years. Applied Psycholinguistics 35, 581–620. doi: 10.1017/S0142716412000513CrossRefGoogle ScholarPubMed
Collins, LM and Lanza, ST (2010). Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences. Hoboken, NJ: John Wiley & Sons.Google Scholar
Cummins, J (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. Encyclopedia of Language and Education 5, 1528–1538. doi: 10.1007/978-0-387-30424-3_116CrossRefGoogle Scholar
Curdt-Christiansen, XL (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy 8, 351–375. doi: 10.1007/s10993-009-9146-7CrossRefGoogle Scholar
Deanda, S, Arias-Trejo, N, Poulin-Dubois, D, Zesiger, P and Friend, M (2016). Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment. Bilingualism: Language and Cognition 19, 162–180. doi: 10.1017/S1366728914000820CrossRefGoogle ScholarPubMed
Dixon, L, Wu, S and Daraghmeh, A (2012). Profiles in bilingualism: Factors influencing kindergartners’ language proficiency. Early Childhood Education Journal 40, 25–34. doi: 10.1007/s10643-011-0491-8CrossRefGoogle Scholar
Francot, R, Van den Heuij, K, Blom, E, Heeringa, W, & Cornips, , L. (2017). Inter-individual variation among young children growing up in a bidialectal community: The acquisition of dialect and standard Dutch vocabulary. In Buchstaller, I & Siebenhaar, B (eds) Language variation European Perspectives VIII. Studies in Language Variation. Selected papers from the Eight International Conference on Language Variation–European Perspectives VI. Amsterdam: John Benjamins, pp. 85–98.Google Scholar
Gertken, L, Amengual, M and Birdsong, D (2014). Assessing language dominance with the bilingual language profile. In Leclercq, P, Hilton, H and Edmonds, A (eds), Proficiency assessment issues in SLA research: Measures and practices. Bristol: Multilingual Matters, pp. 208- 225.Google Scholar
Grosjean, F (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition 1, 131–149.CrossRefGoogle Scholar
Grosjean, F (2010). Bilingual: Life and reality. Boston: Harvard University Press.CrossRefGoogle Scholar
Grosjean, F and Li, P (2012). The psycholinguistics of bilingualism. Hoboken, NJ: John Wiley & Sons.Google Scholar
Hammer, C, Davison, M, Lawrence, F and Miccio, A (2009). The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading 13, 99–121. doi: 10.1080/10888430902769541CrossRefGoogle ScholarPubMed
Hickendorff, M, Edelsbrunner, PA, McMullen, J, Schneider, M and Trezise, K (2018). Informative tools for characterizing individual differences in learning: latent class, latent profile, and latent transition analysis. Learning and Individual Differences 66, 4–15. doi: 10.1016/j.lindif.2017.11.001CrossRefGoogle Scholar
Hipp, J and Bauer, D (2006). Local solutions in the estimation of growth mixture Models. Psychological Methods 11, 36–53. doi: /10.1037/1082-989X.11.1.36CrossRefGoogle ScholarPubMed
Hoff, E (2006). How social contexts support and shape language development. Developmental Review 26, 55–88. doi: 10.1016/j.dr.2005.11.002CrossRefGoogle Scholar
Hoff, E (2013). Interpreting the early language trajectories of children from low SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology 49, 4–14. doi: 10.1037/a0027238CrossRefGoogle ScholarPubMed
Hoff, E (2020, in press). Explaining individual differences in trajectories of simultaneous bilingual development: Contributions of child and environmental factors. Child Development.Google Scholar
Hoff, E, Burridge, A, Ribot, KM and Giguere, D (2018). Language specificity in the relation of maternal education to bilingual children's vocabulary growth. Developmental Psychology 54, 1011- 1019. doi: 10.1037/dev0000492CrossRefGoogle ScholarPubMed
Hoff, E, Rumiche, R, Burridge, A, Ribot, K and Welsh, S (2014). Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early Childhood Research Quarterly 29, 433–444. doi: 10.1016/j.ecresq.2014.04.012CrossRefGoogle ScholarPubMed
Howard, MC and Hoffman, ME (2018). Variable-centered, person-centered, and person-specific approaches: Where theory meets the method. Organizational Research Methods 21, 846–876. doi: 10.1177/1094428117744021CrossRefGoogle Scholar
Hulstijn, J (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly 8, 229–249. doi: 10.1080/15434303.2011.565844CrossRefGoogle Scholar
Johnson, D.R and Creech, J.C (1983). Ordinal measures in multiple indicator models: A simulation study of categorization error. American Sociological Review 48, 398–407.CrossRefGoogle Scholar
Kaushanskaya, M and Prior, A (2015). Variability in the effects of bilingualism on cognition: It is not just about cognition, it is also about bilingualism. Bilingualism: Language and Cognition 18, 27–28. doi: 10.1017/S1366728914000510CrossRefGoogle Scholar
Kohnert, K, Yim, D, Nett, K, Kan, PF and Duran, L (2005). Intervention with linguistically diverse preschool children. Language, Speech, and Hearing Services in Schools 36, 251–263. doi: 10.1044/0161-1461(2005/025)CrossRefGoogle ScholarPubMed
Kroll, J and Bialystok, E (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology 25, 497–514. doi: 10.1080/20445911.2013.799170CrossRefGoogle ScholarPubMed
Laursen, B and Hoff, E (2006). Person-centered and variable-centered approaches to longitudinal data. Merrill-Palmer Quarterly 12, 377–389. Retrieved May 25, 2020, from www.jstor.org/stable/23096200CrossRefGoogle Scholar
Leseman, P.P.M (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development 21, 93–112. doi: 10.1080/01434630008666396CrossRefGoogle Scholar
Leseman, P, Mulder, H, Verhagen, J, Broekhuizen, M, van Schaik, S and Slot, P (2017). Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the pre-COOL study. In Blossfeld, HP, Kulic, N, Skopek, J and Triventi, M (eds), Childcare, early education and social inequality – An international perspective. Cheltenham, UK: Edward Elgar, pp.173–193.CrossRefGoogle Scholar
Leseman, P.P.M, Henrichs, L.F, Blom, E and Verhagen, J (2019). Young mono- and bilingual children's exposure to academic language as related to language development and school achievement. In Grøver, V, Ucelli, P, Rowe, M & Lieven, E (eds), Learning through language. Cambridge, MA: Cambridge University Press, pp. 205–217.CrossRefGoogle Scholar
Lonigan, CJ, Goodrich, JM and Farver, JM (2018). Identifying differences in early literacy skills across subgroups of language-minority children: A latent profile analysis. Developmental Psychology 54, 631- 647. doi: 10.1037/dev0000477CrossRefGoogle ScholarPubMed
Luk, G (2015). Who are the bilinguals (and monolinguals)?. Bilingualism: Language and Cognition 18, 35–36. doi: 10.1017/S1366728914000625CrossRefGoogle Scholar
Luk, G and Bialystok, E (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology 25, 605–621. doi: 10.1080/20445911.2013.795574CrossRefGoogle Scholar
Luo, L, Luk, G and Bialystok, E (2010). Effect of language proficiency and executive control on verbal fluency performance in bilinguals. Cognition 114, 29–41. doi: 10.1016/j.cognition.2009.08.014CrossRefGoogle ScholarPubMed
Martin-Jones, M and Romaine, S (1986). Semilingualism: A Half-Baked Theory of Communicative Competence. Applied Linguistics 7, 26–38. doi: 10.1093/applin/7.1.2CrossRefGoogle Scholar
Melzi, G, Schick, A and Escobar, K (2017). Early bilingualism through the looking glass: Latino preschool children's language and self-regulation skills. Annual Review of Applied Linguistics 37, 93–109. doi: 10.1017/S0267190517000083CrossRefGoogle Scholar
Messer, M.H (2010). Verbal Short-Term Memory and Vocabulary Development in Monolingual Dutch and Bilingual Turkish–Dutch Pre-Schoolers. PhD dissertation, Utrecht University.Google Scholar
Montrul, SA (2012). Is the heritage language like a second language?. Eurosla Yearbook 12, 1–29. doi : 10.1075/eurosla.12.03monCrossRefGoogle Scholar
Muthén, L and Muthén, B (1998–2012). Mplus User's Guide. Los Angeles, CA: Muthén & Muthén.Google Scholar
Muthén, L and Muthén, B (2018). Re : MPlus Discussion : Z-Scores in LGM. Online discussion. Retrieved from: http://www.statmodel.com/discussion/messages/14/976.html?1449626922Google Scholar
Ng, B and Wigglesworth, G (2007). Bilingualism: An advanced Resource Book. London: Taylor & Francis.Google Scholar
Norman, G (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in Health Sciences Education 15, 625–632. doi: 10.1007/s10459-010-9222-yCrossRefGoogle ScholarPubMed
Nylund, K (2007). Latent transition analysis: Modeling extensions and an application to peer victimization. PhD dissertation, University of California.Google Scholar
Nylund, K, Asparouhov, T and Muthén, B (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling 14, 535–569. doi: 10.1080/10705510701575396CrossRefGoogle Scholar
Paap, K, Johnson, H and Sawi, O (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex 69, 265–278. doi: 10.1016/j.cortex.2015.04.014CrossRefGoogle ScholarPubMed
Paradis, J and Jia, R (2017). Bilingual children's long-term outcomes in English as a second language: language environment factors shape individual differences in catching up with monolinguals. Developmental Science 20, 1–15. doi: 10.1111/desc.12433CrossRefGoogle ScholarPubMed
Pearson Talentlens. (2011). Raven's Advanced Progressive Matrices: International Technical Manual. Amsterdam: Talentlens.Google Scholar
Place, S and Hoff, E (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development 82, 1834–1849. doi: 10.1111/j.1467-8624.2011.01660.xCrossRefGoogle ScholarPubMed
Place, S and Hoff, E (2016). Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds. Bilingualism: Language and Cognition 19, 1023–1041. doi: 10.1017/S1366728915000322CrossRefGoogle Scholar
Prevoo, MJ, Malda, M, Emmen, RA, Yeniad, N and Mesman, J (2015). A context-dependent view on the linguistic interdependence hypothesis: Language use and SES as potential moderators. Language Learning 65, 449–469. doi: 10.1111/lang.12099CrossRefGoogle Scholar
Prevoo, M, Mesman, J, Van IJzendoorn, M and Pieper, S (2011). Bilingual toddlers reap the language they sow: ethnic minority toddlers' childcare attendance increases maternal host language use. Journal of Multilingual and Multicultural Development 32, 561–576. doi: 10.1080/01434632.2011.609279CrossRefGoogle Scholar
Raven, J, Raven, J and Court, J (1998). Raven's progressive matrices and vocabulary scales. Oxford, England: Psychologists Press.Google Scholar
Scheele, A (2010). Home Language and Mono- and Bilingual Children's Emergent Academic Language: A Longitudinal Study of Dutch, Moroccan-Dutch, and Turkish-Dutch 3- to 6-Year-Olds. PhD dissertation, Utrecht University.Google Scholar
Scheele, AF, Leseman, PP and Mayo, AY (2010). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics 31, 117–140. doi: 10.1017/S0142716409990191CrossRefGoogle Scholar
Seltzer, MH, Frank, KA and Bryk, AS (1994). The metric matters: The sensitivity of conclusions about growth in student achievement to choice of metric. Educational Evaluation and Policy Analysis 16, 41–49. doi: 10.3102%2F01623737016001041CrossRefGoogle Scholar
Sierens, S, Slembrouck, S, Van Gorp, K, Agirdag, O and Van Avermaet, P (2019). Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach. Applied Psycholinguistics 40, 1269–1297. doi:10.1017/S0142716419000250CrossRefGoogle Scholar
Solari, EJ, Grimm, RP, McIntyre, NS, Zajic, M and Mundy, PC (2019). Longitudinal stability of reading profiles in individuals with higher functioning autism. Autism 23, 1911–1926. doi: 10.1177/1362361318812423CrossRefGoogle ScholarPubMed
Sorenson Duncan, T and Paradis, J (2020). How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English?. International Journal of Bilingualism 24, 46–61. doi: 10.1177/1367006918768366CrossRefGoogle Scholar
Sorge, G, Toplak, M and Bialystok, E (2017). Interactions between levels of attention ability and levels of bilingualism in children's executive functioning. Developmental Science 20, 1–16. doi: 10.1111/desc.12408CrossRefGoogle ScholarPubMed
Snow, C and Uccelli, P (2009). The challenge of academic language. In Olson, D and Torrance, N (eds), The Cambridge Handbook of Literacy. Cambridge: Cambridge University Press, pp. 112–133.CrossRefGoogle Scholar
Statistics Netherlands. (2016). Bevolking naar Migratieachtergrond [Migration Background of Dutch Population]. Retrieved online from https://www.cbs.nl/nl-nl/achtergrond/2016/47/bevolking-naar-migratieachtergrond.Google Scholar
Sullivan, GM and Artino, AR Jr. (2013). Analyzing and Interpreting Data From Likert-Type Scales. Journal of Graduate Medical Education 5, 541–542. doi: 10.4300/JGME-5-4-18CrossRefGoogle ScholarPubMed
Surrain, S and Luk, G (2017). Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015. Bilingualism: Language and Cognition 22, 1–15. doi: 10.1017/S1366728917000682Google Scholar
Tovar-García, ED and Podmazin, E (2018). The impact of socioeconomic status and population size on the use of the Tatar language at home. Intercultural Education 29, 122–138. doi: 10.1080/14675986.2017.1404740CrossRefGoogle Scholar
Thomas-Sunesson, D, Hakuta, K and Bialystok, E (2016). Degree of bilingualism modifies executive control in Hispanic children in the USA. International Journal of Bilingual Education and Bilingualism 21, 197–206. doi: 10.1080/13670050.2016.1148114CrossRefGoogle ScholarPubMed
Van Tubergen, F and Kalmijn, M (2009). A dynamic approach to the determinants of immigrants’ language proficiency: The United States, 1980–2001. International Migration Review 43, 519–543. doi: 10.1111/j.1747-7379.2009.00776.xCrossRefGoogle Scholar
Verhoeven, L, Narain, G, Extra, G, Konak, O and Zerrouk, R (1995). Diagnostische Toets Tweetaligheid (DTT) [Diagnostic Test of Bilingualism]. Arnhem: CITO.Google Scholar
Verhoeven, L, Voeten, M and Vermeer, A (2019). Beyond the simple view of early first and second language reading: The impact of lexical quality. Journal of Neurolinguistics 50, 28–36. doi: 10.1016/j.jneuroling.2018.03.002CrossRefGoogle Scholar
Williams, GA and Kibowski, F (2016). Latent class analysis and latent profile analysis. In Jason, LA & Glenwick, DS (eds.) Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods, pp. 143- 151. Oxford: Oxford University PressGoogle Scholar
Supplementary material: PDF

Francot et al. supplementary material

Francot et al. supplementary material

Download Francot et al. supplementary material(PDF)
PDF 98.9 KB