Simultaneous and sequential DLL learners show opposite vocabulary patterns in English versus the home language¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2014 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Simultaneous learners entered and exited Head Start with higher English vocabulary scores than sequential learners, while sequential learners had higher Spanish vocabularies. → Hammer 2014

Evidence¶

Hammer 2014¶

Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D., & Sandilos, L. E. (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2014.05.008

q2 · i? · review · r3

The review reports Hammer et al.'s (2008a) longitudinal Head Start comparison: "simultaneous learners entered and exited Head Start programs with higher English vocabulary scores than sequential learners," with the opposite pattern for Spanish vocabularies; sequential learners' English vocabulary grew at a faster rate.

"Hammer and her colleagues (2008a) observed that simultaneous learners entered and exited Head Start programs with higher English vocabulary scores than sequential learners. The opposite pattern was found for children’s Spanish vocabularies."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes
• Oral Language — outcome: instruction changes it
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• DLL children can catch up to monolingual norms in English vocabulary, but need substantial time and exposure to do so — related
• The review identifies pervasive methodological problems in DLL research, including inconsistent DLL definitions and SES-bilingualism confounding — related
• DLLs have smaller vocabularies and slower growth in each language than monolinguals, but comparable conceptual vocabularies — related
• Bilingual children's English and Spanish receptive vocabulary and oral comprehension both increased across two years of Head Start, with group advantages in the language of prior exposure — possibly the same claim (merge candidate)
• Timing of English exposure moderates how vocabulary growth predicts reading: English vocabulary growth predicted HEC children's English passage comprehension while Spanish vocabulary growth predicted SEC children's English reading — related
• Growth in English receptive language during Head Start predicts first-grade Spanish letter-word identification and passage comprehension, supporting cross-language transfer — related
• Controlling for SES, monolingual children outperform both simultaneous and sequential bilinguals on single-language English receptive and expressive vocabulary measures — related
• Spanish use at home does not limit English learning: young Spanish–English bilinguals with more Spanish at school entry show higher English skills by year's end — related