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Publication Date

Summer 2026

Degree Type

Thesis - Campus Access Only

Degree Name

Master of Arts (MA)

Department

Child and Adolescent Development

Advisor

Emily Slusser; Janet Bang; Kim Tsai

Abstract

Receptive language development provides a foundation for communication, literacy, and self-expression. Understanding of differences in childhood language development among monolingual and bilingual children is essential for promoting equitable practices and opportunity in various settings. The purpose of this study was to compare a group of monolingual English-speaking preschool children and their Spanish-English speaking peers in receptive language performance. Receptive language skills were assessed using the Preschool Language Scales, Fifth Edition (PLS-5) during the Fall 2024 and Spring 2025 assessment periods. Standardized assessment scores were used to examine possible differences between the groups. The data allowed us to analyze differences, progression, and relation among the children’s receptive language skills. This research supports linguistically responsive assessment and practice that recognizes bilingualism as an asset rather than a weakness.

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