Preschoolers' lexical skills in two majority languages: Is there evidence for the onset of sequential bilingualism?

Abstract

Aims and objectives: This study measured bilingual lexical skills in children just starting preschool and in others who had been attending preschool for one year. It aimed to investigate how children’s lexical abilities were influenced by length of contact with structured bilingual input at school, in a context where two majority languages are taught through the educational system. Methodology: The participants were 72 children starting their first and second year in preschool, aged 2;11–3;4 (N = 35) and 3;11–4;4 years (N = 37), respectively. The children came from Maltese-dominant homes and attended the same state preschool where, in line with established bilingual educational policy, they ..