Chapter published in:
Child Bilingualism and Second Language Learning: Multidisciplinary perspectives
Edited by Fangfang Li, Karen E. Pollock and Robbin Gibb
[Bilingual Processing and Acquisition 10] 2020
► pp. 137166
References
Ascentis Anglia
(2009) Handbook for teachers; Full examination syllabus and specifications. Lancaster: Ascentis.Google Scholar
Aukrust, V. G., & Rydland, V.
(2011) Preschool classroom conversations as long-term resources for second language and literacy acquisition. Journal of Applied Developmental Psychology, 32(4), 198–207. CrossrefGoogle Scholar
Bowers, E. P., & Vasilyeva, M.
(2011) The relation between teacher input and lexical growth of preschoolers. Applied Psycholinguistics, 32(1), 221–41. CrossrefGoogle Scholar
Brown, R.
(1973) A first language: The early stages. London: George Allen & Unwin. CrossrefGoogle Scholar
Cantone, K. F.
(2007) Code-switching in bilingual children. Dordrecht: Springer.Google Scholar
Cenoz, J.
(2013) Discussion: Towards an educational perspective in CLIL language policy and pedagogical practice. International Journal of Bilingual Education and Bilingualism, 16(3), 389–94. CrossrefGoogle Scholar
Chall, J. S., & Dale, E.
(1995) Readability revisited: The new Dale-Chall readability formula. Boston, MA: Brookline Books.Google Scholar
Cook, V.
(2016) Second language learning and language teaching (5th ed.). London: Routledge. CrossrefGoogle Scholar
Costache, O.
(2017) English language use in bilingual primary schools: The relation between teacher input and children’s vocabulary knowledge (Unpublished Master’s thesis). Utrecht University. Retrieved from https://​dspace​.library​.uu​.nl​/handle​/1874​/356287> (11 June 2020).
Council of Europe
(2001) The Common European Framework of Reference for Languages. Cambridge: Cambridge University Press. Retrieved from https://​www​.coe​.int​/t​/dg4​/linguistic​/Source​/Framework​_EN​.pdf> (11 June 2020).
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.Google Scholar
Dalton-Puffer, C., Nikula, T. & Smit, U.
(Eds.) (2010) Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins. CrossrefGoogle Scholar
De Graaff, R.
(2015) Vroeg of laat Engels in het basisonderwijs; Wat levert het op? [Early or late English in primary education; What is the impact?]. Levende Talen Tijdschrift, 16(2), 3–15.Google Scholar
De Houwer, A.
(2007) Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–24. CrossrefGoogle Scholar
Dickinson, D. K., & Porche, M. V.
(2011) Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–86. CrossrefGoogle Scholar
Driessen, G., Krikhaar, E., De Graaff, R., Unsworth, S., Leest, B., Coppens, K., & Wierenga, J.
(2016) Evaluation pilot bilingual primary education. Nijmegen: ITS, Radboud Universiteit Nijmegen.Google Scholar
Dunn, L., & Dunn, D.
(2007) Peabody Picture Vocabulary Test (4th ed.). Bloomington, MI: NCS Pearson Assessments.Google Scholar
Ellis, R.
(2004) Individual differences in second language learning. In The handbook of applied linguistics (pp. 525–51). Oxford: Blackwell. CrossrefGoogle Scholar
Enever, J.
(2011) ELLiE. Early language learning in Europe. London: British Council.Google Scholar
EP-Nuffic
2017Streefwoordenlijst Engels voor groep 1 en 2 uit het tweetalig primair onderwijs (TPO) [English Target word list for Kindergarten in Bilingual primary education]. Den Haag, the Netherlands: Nuffic.Google Scholar
Gámez, P. B.
(2015) Classroom-based English exposure and English language learners’ expressive language skills. Early Childhood Research Quarterly, 31, 135–146. CrossrefGoogle Scholar
Gámez, P. B., & Lesaux, N. K.
(2012) The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners’ vocabulary. Child Development, 83(4), 1316–1331. CrossrefGoogle Scholar
Gámez, P. B., Neugebauer, S. R., Coyne, M. D., McCoach, D. B., & Ware, S.
(2017) Linguistic and social cues for vocabulary learning in dual language learners and their English-only peers. Early Childhood Research Quarterly, 40, 25–37. CrossrefGoogle Scholar
Gelman, A., Carlin, J., Stern, H., Dunson, D., Vehtari, A., & Rubin, D.
(2013) Bayesian Data Analysis (3rd ed.). Boca Raton, FL: Chapman and Hall/CRC. CrossrefGoogle Scholar
Genesee, F., & Lindholm-Leary, K.
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. CrossrefGoogle Scholar
Geurts, B., & Hemker, B.
(2013) Balans van het Engels aan het eind van de basisschool 4; uitkomsten van de vierde peiling in 2012 [English at the end of primary education 4; outcomes of the fourth census in 2012]. Arnhem, the Netherlands: Cito.Google Scholar
Geurts, B., de Graaff, R., & Hemker, B.
(2014) Engels in het basisonderwijs: Opbrengsten Eibo en vvto [English in primary education: Outcomes of early and late English programs]. In A. Corda, K. Philipsen & R. de Graaff (Eds.), Handboek vroeg vreemdetalenonderwijs: Engels op de basisschool (pp. 121–137). Bussum, the Netherlands: Coutinho.Google Scholar
Guiraud, P.
(1960) Problèmes et méthodes de la statistique linguistique [Problems and methods of statistical linguistics]. Paris: Presses Universitaires de France.Google Scholar
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S.
(2002) Language input and child syntax. Cognitive Psychology, 45(3), 337–74. CrossrefGoogle Scholar
Hüttner, J., & Rieder-Bünemann, A.
(2007) The effects of CLIL instruction on children’s narrative competence. Vienna English Working Papers, 15(3), 41–46.Google Scholar
Jeffreys, H.
(1948) Theory of Probability. Oxford: Clarendon Press.Google Scholar
Justice, L. M., McGinty, A. S., Zucker, T., Cabell, S. Q., & Piasta, S. B.
(2013) Bi-directional dynamics underlie the complexity of talk in teacher-child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28(3), 496–508. CrossrefGoogle Scholar
Lindgren, E., & Muñoz, C.
(2013) The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10(1), 105–129. CrossrefGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge: Cambridge University Press.Google Scholar
MacWhinney, B.
(2000) The CHILDES project: Tools for analyzing (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(1995) The CHILDES project: Tools for analyzing talk. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Muñoz, C.
(Ed.) (2006) Age and the rate of foreign language learning. Clevedon: Multilingual Matters. CrossrefGoogle Scholar
(2014) Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463–482. CrossrefGoogle Scholar
Nikolov, M., & Mihaljević Djigunović, J.
(2011) All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119. CrossrefGoogle Scholar
Núñez, B., & Dafouz, E.
(2007) Lecturing through the foreign language in a CLIL University context: Linguistic and pragmatic Implications. VIEWS, 16(3), 36–42.Google Scholar
Paradis, J.
(2011) Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213–237. CrossrefGoogle Scholar
Paradis, J., Nicoladis, E., Crago, M., & Genesee, F.
(2011) Bilingual children’s acquisition of the past tense: A usage-based approach. Journal of Child Language, 38(3), 554–578. CrossrefGoogle Scholar
Quiroz, B. G., Snow, C. E., & Zhao, J.
(2010) Vocabulary skills of Spanish – English bilinguals: impact of mother – child language interactions and home language and literacy support. International Journal of Bilingualism, 14(4), 379–399. CrossrefGoogle Scholar
Raudenbush, S. W., & Bryk, A. S.
(2002) Hierarchical linear models : Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Rietveld, T., & Van Hout, R.
(1993) Statistical techniques for the study of language and language behaviour. Berlin: Walter de Gruyter. CrossrefGoogle Scholar
Rowe, M. L.
(2012) A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774. CrossrefGoogle Scholar
Scheele, A. F., Leseman, P. P., & Mayo, A. Y.
(2010) The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31(1), 117–140. CrossrefGoogle Scholar
Thijs, A., Tuin, D., & Trimbos, A.
(2011) Engels in het basisonderwijs: Verkenning van de stand van zaken [English in elementary education: An exploration of the state of the art]. Enschede, The Netherlands: SLO.Google Scholar
Unsworth, S.
(2016) Early child L2 acquisition: Age or input effects? Neither, or both? Journal of Child Language, 43(3), 608–634. CrossrefGoogle Scholar
Unsworth, S., Persson, L., Prins, T., & De Bot, K.
(2014) An investigation of factors affecting early foreign language learning in the Netherlands. Applied Linguistics, 36(5), 527–548. CrossrefGoogle Scholar
Van Hout, R., & Vermeer, A.
(1988) Spontane taaldata en het meten van lexicale rijkdom in tweedetaalverwerving [Spontaneous speech data and measuring methods of lexical richness in second language acquisition]. Toegepaste Taalwetenschap in Artikelen, 32, 108–22. CrossrefGoogle Scholar
Vermeer, A.
(2001) Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22(2), 217–234. CrossrefGoogle Scholar
Weitz, M., Pahl, S., Flyman Mattsson, A., Buyl, A., & Kalbe, E.
(2010) The input quality observation scheme (IQOS): The nature of L2 input and its influence on L2 development in bilingual preschools. Bilingual Preschools, 1, 5–44.Google Scholar
Wetzels, R., & Wagenmakers, E. J.
(2012) A default Bayesian hypothesis test for correlations and partial correlations. Psychonomic Bulletin & Review, 19(6), 1057–1064. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Michel, Marije, Christine Vidon, Rick de Graaff & Wander Lowie
2021. Language Learning beyond English in the Netherlands: A fragile future?. European Journal of Applied Linguistics 9:1  pp. 159 ff. Crossref logo

This list is based on CrossRef data as of 27 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.