{"id":1316,"date":"2025-06-25T15:33:28","date_gmt":"2025-06-25T19:33:28","guid":{"rendered":"https:\/\/sites.bu.edu\/crespolab\/?page_id=1316"},"modified":"2025-09-26T15:21:04","modified_gmt":"2025-09-26T19:21:04","slug":"bilingual-learning-in-typical-and-late-talking-toddlers-ages-2-3-years","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/crespolab\/bilingual-learning-in-typical-and-late-talking-toddlers-ages-2-3-years\/","title":{"rendered":"Bilingual Learning in Typical and Late Talking Toddlers Ages 2 \u2013 3 Years"},"content":{"rendered":"<p><img loading=\"lazy\" src=\"\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM-636x236.png\" alt=\"\" width=\"636\" height=\"236\" class=\"size-medium wp-image-351 aligncenter\" srcset=\"https:\/\/sites.bu.edu\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM-636x236.png 636w, https:\/\/sites.bu.edu\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM-1024x381.png 1024w, https:\/\/sites.bu.edu\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM-768x285.png 768w, https:\/\/sites.bu.edu\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM-1536x571.png 1536w, https:\/\/sites.bu.edu\/crespolab\/files\/2022\/10\/Screen-Shot-2022-10-05-at-11.02.53-PM.png 1722w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/p>\n<p><span>Late talking bilingual children have atypically small vocabularies in both their languages, and it is unclear how they leverage the words they know to build their vocabularies from bilingual language input. Therefore, the first goal of this NIH-funded study is to examine how parents talk to their bilingual toddlers. The second goal of this study is to examine whether there are differences in how typical and late-talking toddlers learn words from bilingual input.<\/span><\/p>\n<p><a href=\"https:\/\/sites.bu.edu\/crespolab\/our-research-page\/\"><img loading=\"lazy\" src=\"\/crespolab\/files\/2025\/06\/Return-Button-1-636x214.jpg\" alt=\"\" width=\"220\" height=\"74\" class=\" wp-image-1323 aligncenter\" srcset=\"https:\/\/sites.bu.edu\/crespolab\/files\/2025\/06\/Return-Button-1-636x214.jpg 636w, https:\/\/sites.bu.edu\/crespolab\/files\/2025\/06\/Return-Button-1-1024x345.jpg 1024w, https:\/\/sites.bu.edu\/crespolab\/files\/2025\/06\/Return-Button-1-768x258.jpg 768w, https:\/\/sites.bu.edu\/crespolab\/files\/2025\/06\/Return-Button-1-810x270.jpg 810w, https:\/\/sites.bu.edu\/crespolab\/files\/2025\/06\/Return-Button-1.jpg 1272w\" sizes=\"(max-width: 220px) 100vw, 220px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Late talking bilingual children have atypically small vocabularies in both their languages, and it is unclear how they leverage the words they know to build their vocabularies from bilingual language input. Therefore, the first goal of this NIH-funded study is to examine how parents talk to their bilingual toddlers. The second goal of this study [&hellip;]<\/p>\n","protected":false},"author":25022,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/pages\/1316"}],"collection":[{"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/users\/25022"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/comments?post=1316"}],"version-history":[{"count":4,"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/pages\/1316\/revisions"}],"predecessor-version":[{"id":1429,"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/pages\/1316\/revisions\/1429"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/crespolab\/wp-json\/wp\/v2\/media?parent=1316"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}