Lexical Development in Multilingual Immigrant Children: Cognitive and Sociocultural Influences on English Vocabulary Acquisition

This project explores how multilingual immigrant children aged 8–13 in Canadian ESL support programs acquire English vocabulary during their early years of settlement. Vocabulary development is crucial for academic success, yet many newcomer children face barriers that go beyond language exposure alone. The research investigates how cognitive factors, such as working memory and phonological processing, interact with sociocultural influences, including parental education, home language use, and quality of instruction. It aims to explain individual differences in vocabulary outcomes, even among children from similar socioeconomic backgrounds. By integrating quantitative and qualitative methods, the study will also explore how informal knowledge (e.g., storytelling, community literacy practices) and emotional experiences impact vocabulary learning. This fills a gap in current Canadian research, which rarely examines how these variables operate together in real ESL classrooms. The findings will inform differentiated instruction and culturally responsive practices, supporting educators in addressing the diverse needs of newcomer students. In a multilingual country like Canada, where one in four school-aged children speaks a non-English language at home, this project will contribute to equitable, evidence-based education policy and improved outcomes for immigrant learners.

Faculty Supervisor:

Esther Geva

Student:

Partner:

Amity University

Discipline:

Sociology

Sector:

Education; Public Service, Policy, and Governance

University:

University of Toronto

Program: