Socioeconomic level and bilinguals’ performance on language and cognitive measures

Virginia C. Mueller Gathercole · Ivan Kennedy · ENLLI MÔN THOMAS

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Language Development and Disorders Multilingual Education and Policy Neurobiology of Language and Bilingualism

Abstract

The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

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References

2002Socioeconomic Status and Child Development 1998Manual for Raven's progressive matrices and vocabulary scales 1998Meaningful Differences in the Everyday Experience of Young American Children 2010Peabody Picture Vocabulary Test 2003The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech 2009Receptive vocabulary differences in monolingual and bilingual children 2011Dual language exposure and early bilingual development 1999Developmental Health and the Wealth of Nations: Social, Biological, and Educational Dynamics.

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