Emergent Verbal Behavior in Preschool Children Learning a Second Language

Richard May, Rachel Downs, Amanda Marchant, Simon Dymond

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We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., “Point to the horse”) and second-language (Welsh) intraverbal responses (e.g., “What is horse in Welsh?” [ceffyl]). After intervention, increases in untaught second-language tacts (e.g., “What is this in Welsh?” [ceffyl]) and listener responses (e.g., “Point to the ceffyl”) were observed for all 3 participants.
Original languageEnglish
Pages (from-to)711-716
Number of pages6
JournalJournal of Applied Behavior Analysis
Issue number3
Early online date15 Mar 2016
Publication statusPublished - 30 Sept 2016


  • derived relational responding
  • emergent relations
  • emergent tacts
  • second-language instruction
  • verbal behavior


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