Vocabulary Acquisition of Bilingual Preschoolers in Different Training Conditions: The Role of Children's First Language

This study investigated bilingual preschoolers' vocabulary acquisition in German as a second language (L2) using an implicit training approach with auditory language input. Based on the theory of learning from context (Sternberg & Powell, 1983), we implemented an experimental design with four conditions, varying input in children's family language of Turkish (L1) beyond L2 input (N = 86). An untrained monolingual group served as baseline (N = 54). Controlling for initial vocabulary and cognitive ability, results revealed no significant differences between the intervention groups, with overall small effects from pretest to posttest and delayed posttest. Yet, mean gains of the intervention groups were greater than those of monolingual children. Multiple regressions revealed that prior L2 vocabulary knowledge predicted L2 vocabulary at posttest beyond L1, age and cognitive ability. The results are discussed with respect to early bilingual education practices and research.