Acquisition Pathways and Expressive Language Proficiency

Annette Estevez

Co-Presenters: Thikra Mohammad

College: College of Health Professions and Human Services

Major: MA.SPEECH-LNGPATH

Faculty Research Mentor: Neveu, Anne  

Abstract:

Language proficiency is shaped by experiential, developmental, and contextual factors. Prior research has documented variability in proficiency outcomes as a function of age of acquisition, context of exposure (e.g., naturalistic immersion versus classroom instruction), and frequency of language use. However, gaps remain in understanding how different acquisition pathways relate to both objective performance and individuals’ perceptions of their expressive competence across monolingual, bilingual, and multilingual speakers. This study examines how language acquisition history influences proficiency as measured by category fluency performance and self-rated expressive communication across diverse language users.Two research questions guide this investigation: (1) How does the method of language acquisition influence proficiency as measured by structured category fluency tasks and standardized self-rating scales across monolingual, bilingual, and multilingual speakers? and (2) To what extent do objective category naming performance and self-rated expressive abilities align across differing acquisition histories? A cross-sectional design will include participants representing varied linguistic backgrounds. Data collection will involve structured category fluency tasks to assess lexical retrieval and semantic organization, alongside standardized self-rating measures of expressive communication. Comparative statistical analyses will examine relationships among acquisition pathway, naming performance, and perceived proficiency.It is expected that earlier and more immersive acquisition experiences will be associated with stronger naming performance and higher self-ratings, whereas later or classroom-based learners may demonstrate greater variability and discrepancies between performance and perception. Findings will inform theoretical models of language development and support speech-language pathology assessment practices.Keywords: language acquisition; language proficiency; multilingualism; expressive communication; self-rating