Article published in:
Dutch Journal of Applied Linguistics
Vol. 6:1 (2017) ► pp. 7799


The multilingual experience


Bialystok, E.
(2001a) Bilingualism in development: Language, literacy and cognition. New York, NY: Cambridge University Press. CrossrefGoogle Scholar
(2001b) Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics 21, 169–181. CrossrefGoogle Scholar
Bialystok, E., & Barac, R.
(2012) Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73. CrossrefGoogle Scholar
Bialystok, E., & Poarch, G. J.
(2014) Language experience changes language and cognitive ability. Zeitschrift Für Erziehungswissenschaft 17, 433–446. CrossrefGoogle Scholar
Bono, M.
(2011) Crosslinguistic interaction and metalinguistic awareness in third language acquisition. In G. De Angelis, & J. -M. Dewaele (Eds.), New trends in crosslinguistic influence and multilingualism research (pp. 25–52). Bristol: Multilingual Matters.Google Scholar
Cenoz, J.
(2003) The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71–87. CrossrefGoogle Scholar
Durgunoğlu, A. Y.
(2002) Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52(1), 189–204. CrossrefGoogle Scholar
Falk, Y., & Bardel, C.
(2010) The study of the role of the background languages in third language acquisition. The state of the art. IRAL – International Review of Applied Linguistics in Language Teaching 48, 185–219.Google Scholar
Fehling, S.
(2008) Language Awareness und bilingualer Unterricht: Eine komparative Studie [Language awareness and bilingual instruction: A comparative study] (2nd ed.). Frankfurt: Peter Lang.Google Scholar
García-Mayo, M. del P.
(2012) Cognitive approaches to L3 acquisition. International Journal of English Studies, 12(1), 129–146.[ p. 94 ] CrossrefGoogle Scholar
Gombert, J. E.
(1990) Le développement métalinguistique. Paris: Presses Universitaires de France.Google Scholar
Grosjean, F., Jaccard, R., & Cividin, V.
(2000) Questionnaire pour personnes bilingues. Université de Neuchâtel.Google Scholar
Hammarberg, B.
(2010) The languages of the multilingual: Some conceptual and terminological issues. IRAL – International Review of Applied Linguistics in Language Teaching 48, 91–104.Google Scholar
Herdina, P., & Jessner, U.
(2002) A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.Google Scholar
Jessner, U.
(2006) Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press. CrossrefGoogle Scholar
(2008) A DST model of multilingualism and the role of metalinguistic awareness. The Modern Language Journal 92, 270–283. CrossrefGoogle Scholar
Karmiloff-Smith, A.
(1992) Beyond modularity. A developmental perspective on cognitive science. Cambridge, MA: MIT Press.Google Scholar
Kroll, J., & Bialystok, E.
(2013) Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497–514. CrossrefGoogle Scholar
Leow, R. P.
(1997) Attention, awareness, and foreign language behavior. Language Learning, 47(3), 467–505. CrossrefGoogle Scholar
Leow, R. P., Johnson, E., & Zarate-Sandez, G.
(2011) Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective. In C. Sanz & R. P. Leow (Eds.), Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism (pp. 61–72). Georgetown: University Press.Google Scholar
Marx, N., & Mehlhorn, G.
(2010) Pushing the positive: Encouraging phonological transfer from L2 to L3. International Journal of Multilingualism, 7(1), 4–18. CrossrefGoogle Scholar
Pinto, M. A., & El Euch, S.
(2015) La conscience métalinguistique: Théorie, développement et instruments de mesure. Québec, QC: Les Presses de l’Université Laval.Google Scholar
Rauch, D. P., Naumann, J., & Jude, N.
(2012) Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish-German bilinguals. International Journal of Bilingualism, 16(4), 402–418. CrossrefGoogle Scholar
Rosa, E., & Leow, R. P.
(2004) Awareness, different learning conditions, and second language development. Applied Psycholinguistics 25, 269–292. CrossrefGoogle Scholar
Ryan, E. B., & Ledger, J. W.
(1984) Learning to attend to sentence structure: Links between metalinguistic development and reading. In J. Downing, & R. Valtin (Eds.), Language awareness and learning to read (pp. 149–171). New York, NY: Springer. CrossrefGoogle Scholar
Sachs, R., & Suh, B. -R.
(2007) Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 197–227). Oxford: Oxford University Press.Google Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. CrossrefGoogle Scholar
Schwartz, M., Geva, E., Share, D. L., & Leikin, M.
(2007) Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52. CrossrefGoogle Scholar
Ter Kuile, H., Veldhuis, M., Van Veen, S. C., & Wicherts, J. M.
(2011) Bilingual education, metalinguistic awareness, and the understanding of an unknown language. Bilingualism: Language and Cognition, 14(2), 233–242. CrossrefGoogle Scholar
Woll, N.
(2016) The role of metalinguistic awareness and of L2 proficiency in positive lexical transfer from English (L2) to German (L3) by French-speaking Quebeckers. Unpublished doctoral dissertation. Université Laval, Québec, QC.[ p. 95 ]Google Scholar
Cited by

Cited by 2 other publications

Chłopek, Zofia
2018.  In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26],  pp. 23 ff. Crossref logo
Woll, Nina
2019.  In International Research on Multilingualism: Breaking with the Monolingual Perspective [Multilingual Education, 35],  pp. 103 ff. Crossref logo

This list is based on CrossRef data as of 01 december 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.