Receptive Vocabulary and Listening Narrative Comprehension of Italian–English Bilingual Children between 5 to 7 Years

Abstract

Vocabulary is the key component of listening narrative comprehension, but its contribution has been scarcely investigated in bilingual children. This study aimed to examine (a) listening narrative comprehension and receptive vocabulary in L1 (Italian) and L2 (English) in preschool and first grade children; (b) the specific contribution of receptive vocabulary to listening narrative comprehension in both languages. Participants were 30 preschoolers and 32 first graders, who are all Italian children attending an international school in English. In both languages, receptive vocabulary was assessed through PPVT-R and listening narrative comprehension through TOR 3-8. The results showed that listening narrative comprehension was age appropriate in both languages but higher in L1. Lower vocabulary in L1 than L2 was found, and this difference is higher for preschoolers than for first grades; finally, two regressions performed on listening narrative comprehension in each language showed that only vocabulary in the same language accounted for listening narrative comprehension. Children obtain higher performance in L1; however, after a few years of L2 exposure in the educational context, language skills fall within the normal range, with some weakness in vocabulary. Vocabulary contribution to listening narrative comprehension is similar in both languages and specific for each.

Keywords

• receptive vocabulary
• listening narrative comprehension
• bilinguals
• school readiness