Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

Adriana Weisleder*, Margaret Friend, Angeline Sin Mei Tsui, Virginia A. Marchman

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

1 Scopus citations

Abstract

A large number of children are exposed to more than one language. One well-established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 2022). A total of 576 articles were screened, yielding 101 studies for analysis. The number of studies on bilingual/multilingual vocabulary has grown in the last two decades; yet representation of the world's languages remains sparse. The majority of studies assessed bilingual/multilingual children's vocabulary in each language and used instruments adapted for linguistic and cultural characteristics. However, the field could benefit from standardized reporting practices regarding definitions of bi/multilingualism, selection of reporters, and tool development and is in critical need of studies that develop, validate, and norm parent report instruments specifically for the bilingual/multilingual case.

Original languageEnglish (US)
Pages (from-to)468-505
Number of pages38
JournalLanguage Learning
Volume74
Issue number2
DOIs
StateAccepted/In press - 2023

Keywords

  • bilingualism
  • language development
  • parent report
  • scoping review
  • vocabulary

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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