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A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.

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Title: A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.
Authors: Huang, Becky H.1,2 huang.5088@osu.edu, Shen, Ye3
Source: Journal of Speech, Language & Hearing Research. Nov2025, Vol. 68 Issue 11, p5474-5492. 19p.
Subject Terms: *Elementary schools, *Data analysis, *Phonological awareness, *Multilingualism, *Longitudinal method, *English as a foreign language, *Teachers, *Child development, *School children, *Comparative studies, *Teacher-student relationships, *Language acquisition, *Children, Secondary analysis, T-test (Statistics), Research funding, Questionnaires, Socioeconomic factors, Descriptive statistics, Spanish language, Statistics, Regression analysis
Geographic Terms: Southwestern United States
Abstract: Purpose: This study aims to characterize Spanish-English emergent bilingual (EB) children's language experiences and to examine how these experiences contribute to their bilingual development over a 2-year period. All eB children were enrolled in dual language immersion (DLI) programs. This setting provides a unique opportunity to explore how bilingual language experiences shape bilingual language development across time. Method: Fifty-seven Spanish-English EB children participated in the study. Bilingual language skills were assessed at two time points: Time 1 (2019) and Time 2 (2021). Participants were in Grade 1 or 3 at Time 1 (Mage = 91.4 months, SD = 12.37) and Grade 3 or 5 at Time 2 (Mage = 113.43 months; SD = 14.07), respectively. Children were assessed on phonological awareness, morphological awareness, vocabulary, and syntactic awareness in both English and Spanish. Language experience was measured through child- and teacher-reported surveys. Results: Over time, teacher-reported Spanish experience at school increased and English experience decreased, while child-reported English experience at home remained stable. Except for Spanish vocabulary, significant gains were found for all language measures, indicating continuous development trajectories. Teacher-reported English experience at Time 1 positively predicted English vocabulary gains. Time 2 teacher-reported Spanish experience and child-reported English experience negatively predicted Spanish vocabulary growth, suggesting possible trade-offs. Conclusions: This study highlights the importance of balanced, high-quality bilingual experience across home and school. DLI programs support growth in multiple language domains, though Spanish expressive vocabulary may need targeted support. Findings have educational and clinical implications for assessment, early intervention, and promoting heritage language use without compromising English-language development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Huang%2C+Becky+H%2E%22">Huang, Becky H.</searchLink><relatesTo>1,2</relatesTo><i> huang.5088@osu.edu</i><br /><searchLink fieldCode="AR" term="%22Shen%2C+Ye%22">Shen, Ye</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Nov2025, Vol. 68 Issue 11, p5474-5492. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+analysis%22">Secondary analysis</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Southwestern+United+States%22">Southwestern United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to characterize Spanish-English emergent bilingual (EB) children's language experiences and to examine how these experiences contribute to their bilingual development over a 2-year period. All eB children were enrolled in dual language immersion (DLI) programs. This setting provides a unique opportunity to explore how bilingual language experiences shape bilingual language development across time. Method: Fifty-seven Spanish-English EB children participated in the study. Bilingual language skills were assessed at two time points: Time 1 (2019) and Time 2 (2021). Participants were in Grade 1 or 3 at Time 1 (Mage = 91.4 months, SD = 12.37) and Grade 3 or 5 at Time 2 (Mage = 113.43 months; SD = 14.07), respectively. Children were assessed on phonological awareness, morphological awareness, vocabulary, and syntactic awareness in both English and Spanish. Language experience was measured through child- and teacher-reported surveys. Results: Over time, teacher-reported Spanish experience at school increased and English experience decreased, while child-reported English experience at home remained stable. Except for Spanish vocabulary, significant gains were found for all language measures, indicating continuous development trajectories. Teacher-reported English experience at Time 1 positively predicted English vocabulary gains. Time 2 teacher-reported Spanish experience and child-reported English experience negatively predicted Spanish vocabulary growth, suggesting possible trade-offs. Conclusions: This study highlights the importance of balanced, high-quality bilingual experience across home and school. DLI programs support growth in multiple language domains, though Spanish expressive vocabulary may need targeted support. Findings have educational and clinical implications for assessment, early intervention, and promoting heritage language use without compromising English-language development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189241818
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_JSLHR-25-00278
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 5474
    Subjects:
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Teacher-student relationships
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      – SubjectFull: Language acquisition
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      – SubjectFull: Children
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      – SubjectFull: Secondary analysis
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: Research funding
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      – SubjectFull: Questionnaires
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      – SubjectFull: Socioeconomic factors
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Spanish language
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Southwestern United States
        Type: general
    Titles:
      – TitleFull: A Longitudinal Investigation of the Relations Between Emergent Bilingual Children's Language Experience and Bilingual Language Outcomes.
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              M: 11
              Text: Nov2025
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              Y: 2025
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