(beginning E before age 6) and late L2 learners (beginning English after age
12), as well as monolingual speakers of Arabic and English. Speakers were
asked to judge which pictures, out of six, could be labelled by a given word,
either in Arabic or English. Words included half in which English had the
wider category (such as tree), and half in which Arabic had the wider cate-
gory (such as saeah). When the word was from the wider language, two
pictures were appropriate; when it was from the narrower language, one
84 Part 2: Bilingual Language Development
Figure 4.3 Model of distinct semantic organization in two languages (from Gathercole &
Moawad, 2010)