The relationship between input factors and bilingual proficiency: Evidence from French-English bilingual children

TL;DRAbstract

The overall aim of this paper is to explore how certain input factors relate to bilingual children’s performance in English and French. The participants of our study were 38 French- English bilingual children aged six to eight, of middle to high socio-economic status, attending an international school in France. Data on the children’s language experiences and family background were collected through questionnaires given to the parents and the children. Language proficiency was measured using the standardised French and English versions of the Peabody Picture Vocabulary Test. Having examined the strength of the relationship between overall language exposure estimates and the language proficiency measures in each language, we then turn our attention to the relationship between the children’s current language input and each of the language proficiency measures, followed by the children’s current language output and the language proficiency measures. Next we investigate the relationship be

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