Word Learning in Bilingual Typical and Late Talking Children: The Role of Meaning and Input

Dual Language Input, Semantic Structure and Word Learning in Typically Developing and Late Talking Bilingual Children

The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways.

Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category.

To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.

Inclusion Criteria:

• At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language

Exclusion Criteria:

• Hearing impairment
• Uncorrected visual impairment
• Neurological impairment
• Genetic syndromes
• Neurodevelopmental disabilities (e.g. autism)
• More than 10% exposure to a language other than English or Spanish