Measuring Word Learning Ability in Sequential Bilingual Children Journal Article uri icon



  • Abstract; The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

publication date

  • March 1, 2010

has restriction

  • closed

Date in CU Experts

  • December 2, 2019 3:14 AM

Full Author List

  • Kan PF

author count

  • 1

Other Profiles

International Standard Serial Number (ISSN)

  • 1940-753X

Electronic International Standard Serial Number (EISSN)

  • 1940-7548

Additional Document Info

start page

  • 25

end page

  • 32


  • 17


  • 1