1. Introduction

This chapter discusses the significance of bilingualism and the complexity of bilingual children's vocabulary learning compared to monolingual peers. The focus is on the lack of research on ethnic minority children's bilingual vocabulary development in China, particularly among Uyghur and Kazak children. The study aims to investigate the impact of sociolinguistic and sociocultural factors on these children's bilingual vocabulary acquisition, as well as the linguistic patterns in their early vocabulary learning. The findings are expected to inform improvements in early bilingual education for ethnic minority children in similar contexts.

2. Research on Ethnic Minority Children’s Early Bilingual (Vocabulary) Learning in China

This chapter discusses the research on ethnic minority children’s early bilingual (vocabulary) learning in China. It explores studies on PTH acquisition and vocabulary development of Uyghur and Kazak children, including studies on semantic development, PTH receptive and expressive vocabulary, and cross-lingual transfer. Additionally, it compares ethnic minority children with Han children, highlighting differences in early literacy development and academic language. The chapter also delves into internal and external factors that contribute to differences in early bilingual development, such as age, L1, gender, family language environment, resources, instructional approaches, and community language environment. The study aims to explore early vocabulary development among Uyghur and Kazak children in low-resourced regions from small urban settings and rural areas, with a focus on gender differences and patterns of acquisition in specific types of vocabulary.

3. Methodology

This chapter describes the context, sample, and data collection and analysis methods used in the study. The research sites were selected based on community context and all three selected counties had children attending PTH immersion instruction in preschool under the new provincial bilingual preschool education policy. A total of 135 third-year preschoolers (between 5 and 7 years old) in PTH immersion programs were recruited from three counties in Xinjiang, China, with a demographic sample including 66 boys and 69 girls. The Peabody Picture Vocabulary Test-IV (PPVT-IV) was used to assess the students' receptive vocabulary proficiency in the three languages, PTH, Uyghur, and Kazak. Data collection was conducted by a team of native-speaking linguists using the PPVT-IV and subsequent GLM analyses were used to examine how L1 and PTH vocabulary performance differed across age, gender, and linguistic-cultural backgrounds. The children's early bilingual vocabulary acquisition patterns were also investigated based on response rates to subcategories of nouns, verbs, and attributes.

4. Results

Descriptive analyses showed that Uyghur children had stronger vocabulary in their mother tongue (MT) compared to the predominant target language for three years. There were variations in vocabulary scores based on gender, age, and community context differences among both Uyghur and Kazak children. General linear model analyses were conducted for PTH and L1 vocabulary development, showing differences in performance based on age, gender, and residential location among the two groups. Bilingual vocabulary development patterns in parts of speech revealed similarities and differences in their development patterns in the two languages across the two groups of children. Both groups scored highest in verbs and lowest in attributes, though Uyghur children generally scored higher than Kazak children. Additionally, girls consistently scored higher than boys across all three types of vocabulary among the Uyghur group.

5. Discussions

The chapter discusses the complexity and variation in bilingual vocabulary knowledge among Uyghur and Kazak children in China. It was found that older Kazak children had higher vocabulary performance than younger ones, which contradicted previous claims. However, older Uyghur children scored lower than younger ones, and community context played a significant role in their vocabulary development. L1 was not a significant factor affecting early bilingual development, but gender did have an influence, especially among Uyghur children. The overall quality of PTH instruction received by the children was found to be low, indicating the need for better support for early PTH learning. Additionally, patterns of development in parts of speech in the two languages across the two ethnic minority groups were discussed, showing complexity and variation. It was suggested that early instruction may benefit from differentiation according to gender and age.

6. Limitations and Future Research Directions

The study has limitations due to a relatively small sample size and a lack of data on the children's home language environment and preschool instructional practices. Future research should include home and school data to understand the factors shaping bilingual development, as well as explore the factors leading to different patterns of vocabulary acquisition.

7. Implications and Conclusions

This chapter discusses the implications of the study's findings for ethnic minority parents, state and community policymakers, and preschool education. It emphasizes the importance of maintaining mother tongue (MT) support and use at home and in communities, as well as the need for community-specific language policy and planning. The chapter also highlights the significance of trained bilingual teachers, bilingual learning resources, and high-quality instruction in both languages to ensure children's readiness for primary school. Finally, it emphasizes the critical need to continue supporting MT learning through formal instruction in preschool years.