How bilingual input affects vocabulary learning in young children
Official title: Dual language input, semantic structure and word learning in typically developing and late talking bilingual children
Funded at Boston University (Charles River Campus) · NIH-10949247 · Data updated 2026-11-12
This study is looking at how being exposed to two languages helps bilingual toddlers, especially those who are late talkers, learn new words and overcome challenges with their vocabulary.
Quick facts
| Grant type | NIH-funded research |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Boston University (Charles River Campus) NIH-funded |
| Lab location | 1 site (Boston, United States) |
| Project start | August 1, 2024 |
| Project end | July 31, 2029 |
| Funding year | 2024 |
| Award (this year) | $193,752 |
| NIH project number | 1K23DC022006-01 |
| Project ID | NIH-10949247 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for participation are bilingual toddlers aged 24 to 30 months who are either typically developing or late talkers.
✕Less likely to help
Patients who are monolingual or outside the specified age range may not benefit from this research.
What this research studies
This research investigates how exposure to two languages influences vocabulary development in bilingual toddlers, particularly focusing on those who are late talkers. By examining the semantic structures of words and how they are learned, the study aims to understand the unique challenges faced by bilingual children with smaller vocabularies. The researchers will analyze interactions between language input and word learning in 80 bilingual toddlers aged 24 to 30 months, using advanced modeling techniques to assess their language environments. This approach seeks to provide insights into effective strategies for supporting language development in bilingual children.
Why it matters
Potential benefit: If successful, this research could lead to improved language learning strategies for bilingual children, particularly those who are late talkers.
How similar studies have gone: Previous research has shown promising results in understanding language development in bilingual children, but this specific focus on late talkers is relatively novel.
Where this research is happening
-
Boston University (Charles River Campus)
Boston, United States Active
Researchers
- Principal investigator: Crespo, Kimberly — Boston University (Charles River Campus)
- Study coordinator: Crespo, Kimberly
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.