Article published in:
Internal and External Factors in Child Second Language Acquisition
Edited by Aafke Hulk and Theodoros Marinis
[Linguistic Approaches to Bilingualism 1:3] 2011
► pp. 213237
References

References

Abbot-Smith, K., & Behrens, H.
(2006) How known constructions influence the acquisition of other constructions: The German passive and future constructions. Cognitive Science, 30, 995–1026. CrossrefGoogle Scholar
Bateson, M. C.
(1967) Arabic language handbook. Washington, D.C.: Center for Applied Linguistics:Google Scholar
Bhatia, T.K.
(1993) Punjabi: A cognitive-descriptive grammar. New York: Routledge.Google Scholar
Blom, E., Paradis, J., & Sorenson Duncan, T.
in press). Effects of input properties, vocabulary size and L1 on the development of third person singular –s in child L2 English. Language Learning.
(2010) The acquisition of 3SG-s by L2 children: domain-general or domain-specific learning? Poster presented at the Child Language Seminar, City University, London, UK.Google Scholar
Bohman, T., Bedore, L., Peña, Mendez-Perez, A., & Gillam, R.
(2010) What you hear and what you say: Language performance in Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 13, 325–344. CrossrefGoogle Scholar
Burgemeister, B., Hollander Blum, L., & Lorge, I.
(1972) Columbia Mental Maturity Scale. New York: Psychological Corporation.Google Scholar
Bybee, J.
(2001) Phonology and language use. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
(2008) Usage-based grammar and second language acquisition. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 216–236). New York: Routledge.Google Scholar
Chondrogiani, V.
(2008) Comparing child and adult L2 acquisition of the Greek DP: Effects of age and construction. In B. Haznedar & E. Gavruseva (Eds.), Current trends in child second language acquisition: A generative perspective (pp 97–142). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Collier, V.
(1987) Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617–641. CrossrefGoogle Scholar
Dörnyei, Z., & Skehan, P.
(2003) Individual differences in second language learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 589–630). Oxford: Blackwell. CrossrefGoogle Scholar
Dunn, L., & Dunn, L.
(1997) Peabody Picture Vocabulary Test-3rd Edition. Circle Pines, MN: American Guidance Service.Google Scholar
Ellis, N.
(2002) Frequency effects in language processing: A review for theories of implicit and explicit language acquisition, Studies in Second Language Acquisition, 24, 143–188.Google Scholar
(2008) Usage-based and form-focused language acquisition: The associate learning of constructions, learned attention, and limited L2 endstate. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 372–405). New York: Routledge.[ p. 235 ]Google Scholar
Gathercole, S.E.
(2006) Keynote article: Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguisitcs, 27, 513–543.Google Scholar
Gathercole, V. M.
(2007) Miami and North Wales, so far and yet so near: A constructivist account of morphosyntactic Development in Bilingual Children. The International Journal of Bilingual Education and Bilingualism, 10, 224–247. CrossrefGoogle Scholar
Gathercole, V. M., & Môn Thomas, E.
(2009) Bilingual first language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12, 213–238. CrossrefGoogle Scholar
Genesee, F., & Hamayan, E.
(1980) Individual differences in second language learning. Applied Psycholinguistics, 1, 95–110. CrossrefGoogle Scholar
Golberg, H., Paradis, J., & Crago, M.
(2008) Lexical acquisition over time in minority L1 children learning English as a L2. Applied Psycholinguistics, 29, 1–25. CrossrefGoogle Scholar
Harley, B., & Hart, D.
(1997) Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379–400. CrossrefGoogle Scholar
Hoff, E.
(2003) Causes and consequences of SES-related differences in parent-to-child speech. In M. Bornstein & R. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 147–160). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
(2006) How social contexts support and shape language development. Developmental Review, 26, 55–88. CrossrefGoogle Scholar
Hyltenstam, K., & Abrahamsson, N.
(2003) Maturational constraints in SLA. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 540–558). Oxford: Blackwell. CrossrefGoogle Scholar
Jia, G., & Aaronson, D.
(2003) A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24, 131–161. CrossrefGoogle Scholar
Jia, G., & Fuse, A.
(2007) Acquisition of English grammatical morphology by native Mandarin speaking children and adolescents: Age-related differences. Journal of Speech, Language, and Hearing Research, 50, 1280–1299. CrossrefGoogle Scholar
Kachru, Y.
(2006) Hindi. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Kohnert, K., Yim, D.S., Nett, K., Kann, P.F., & Duran, L.
(2005) Intervention with linguistically diverse preschool children: a focus on developing home language(s). Language, Speech and Hearing Services in Schools, 36, 251–263. CrossrefGoogle Scholar
Lieven, E., & Tomasello, M.
(2008) Children’s first language acquisition from a usage-based perspective. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 168–196). New York: Routledge.Google Scholar
Lin, H.
(2001) A grammar of Mandarin Chinese. Muenchen: Lincom Europa.Google Scholar
Mackenzie, I.
(2001) A linguistic introduction to Spanish. Muenchen: Lincom Europa.Google Scholar
MacWhinney, B.
(2008) Usage-based and form-focused language acquisition: The associate learning of constructions, learned attention, and limited L2 endstate. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 341–371). New York: Routledge.Google Scholar
Masoura, E., & Gathercole, S.
(1999) Phonological short-term memory and foreign language learning. International Journal of Psychology, 34, 383–388. CrossrefGoogle Scholar
Matthews, S., & Yip, V.
(1994) Cantonese: A comprehensive grammar. New York: Routledge.Google Scholar
Meisel, J.
(2009) Target article: Second language acquisition in early childhood. Zeitschrift für Sprachwissenschaft, 28, 5–34. CrossrefGoogle Scholar
Montrul, S.
(2008) Incomplete acquisition in bilingualism: Re-examining the age factor (Studies in Bilingualism 39). Amsterdam: John Benjamins.[ p. 236 ] CrossrefGoogle Scholar
Odlin, T.
(2008) Conceptual transfer and meaning extensions. In P. Robinson & N. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 306–340). New York: Routledge.Google Scholar
O’Grady, W.
(2008) Keynote article: The emergentist program. Lingua, 118, 447–464. CrossrefGoogle Scholar
Oller, D.K., & Eilers, R.E.
(2002) Language and literacy in bilingual children. Clevedon, UK: Multilingual Matters.Google Scholar
Paradis, J.
(2005) Grammatical morphology in children learning English as a second language: Implications of similarities with Specific Language Impairment. Language, Speech and Hearing Services in the Schools, 36, 172–187. CrossrefGoogle Scholar
(2009) Oral language development in French and English and the role of home input factors. Report for the Conseil scolaire centre-nord,[north-central school board] Edmonton, Alberta. Retrieved from http://www.ualberta.ca/~jparadisGoogle Scholar
(2010) Bilingual children’s acquisition of English verb morphology: Effects of language dominance, structure difficulty, and task type. Language Learning, 60, 651–680. CrossrefGoogle Scholar
Paradis, J., Genesee, F., & Crago, M.
(2011) Dual language development and disorders: A handbook on bilingualism and second language learning (2nd Edition). Baltimore, MD: Brookes Publishing.Google Scholar
Paradis, J., Nicoladis, E., Crago, M., & Genesee, F.
(2010) Bilingual children’s acquisition of the past tense: A Usage-Based approach. Journal of Child Language 38, 554–578. CrossrefGoogle Scholar
Paradis, J., Rice, M., Crago, M., Marquis, J.
(2008) The acquisition of tense in English: Distinguishing child L2 from L1 and SLI. Applied Psycholinguistics, 29, 1–34. CrossrefGoogle Scholar
Ranta, L.
(2002) The role of learners’ language analytic ability in the communicative classroom. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 159–181). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Rice, M.L., & Wexler, K.
(2001) Test of Early Grammatical Impairment. New York: The Psychological Corporation.Google Scholar
Roessingh, H., Kover, P., & Watt, D.
(2005) Developing cognitive academic language proficiency: the journey. TESL Canada Journal, 23, 1–27. CrossrefGoogle Scholar
Sawyer, M., & Ranta, L.
(2002) Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319–353). Cambridge, UK: Cambridge University Press.Google Scholar
Scheele, A., Leseman, P., & Mayo, A.
(2010) The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117–140. CrossrefGoogle Scholar
Schmidt, R. L.
(1999) Urdu: An essential grammar. New York: Routledge.Google Scholar
Sorenson Duncan, T.
(2010) Emerging L2 consonant systems and performance on nonword repetition tasks. Unpublished Master’s thesis, University of Alberta.Google Scholar
Thorn, A., & Gathercole, S.
(1999) Language-specific knowledge and short-term memory in bilingual and non-bilingual children. The Quarterly Journal of Experimental Psychology Section A, 52, 303–324. CrossrefGoogle Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Unsworth, S.
(2005) Child L2, adult L2, child L1: Differences and similarities. A study on the acquisition of direct object scrambling in Dutch (doctoral dissertation). Utrecht, The Netherlands: LOT.
Wagner, R., Torgesen, J., & Rashotte, C.
(1999) Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.[ p. 237 ]Google Scholar
Wong Fillmore, L.
(1991) When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323–346. CrossrefGoogle Scholar
Zdorenko, T.
(2010) Constructions in child second language acquisition: Exploring the role of first language and usage (Unpublished doctoral dissertation). University of Alberta, Edmonton, Alberta.
Zdorenko, T., & Paradis, J.
(2008) The acquisition of articles in child L2 English: Fluctuation, transfer or both? Second Language Research, 24, 227–250. CrossrefGoogle Scholar
Zdorenko, T. & Paradis, J.
(2011) Articles in child L2 English: When L1 and L2 acquisition meet at the interface. First Language. Crossref.Google Scholar
Cited by

Cited by 211 other publications

No author info given
2018. REFERENCES. Monographs of the Society for Research in Child Development 83:1  pp. 91 ff. Crossref logo
No author info given
2021.  In Dynamic Variation in Second Language Acquisition [Processability Approaches to Language Acquisition Research & Teaching, 8], Crossref logo
Abbot-Smith, Kirsten, Patrycja Morawska-Patera, Magdalena Łuniewska, Megan Spruce & Ewa Haman
2018. Using parental questionnaires to investigate the heritage language proficiency of bilingual children. Child Language Teaching and Therapy 34:2  pp. 155 ff. Crossref logo
Alejo, Rafael & Ana Piquer-Píriz
2016. Urban vs. rural CLIL: an analysis of input-related variables, motivation and language attainment. Language, Culture and Curriculum 29:3  pp. 245 ff. Crossref logo
Almeida, Laetitia de, Sandrine Ferré, Eléonore Morin, Philippe Prévost, Christophe dos Santos, Laurie Tuller, Racha Zebib & Marie-Anne Barthez
2017. Identification of bilingual children with Specific Language Impairment in France. Linguistic Approaches to Bilingualism 7:3-4  pp. 331 ff. Crossref logo
Altan, Aslı & Erika Hoff
2018.  In Psycholinguistics and Cognition in Language Processing [Advances in Linguistics and Communication Studies, ],  pp. 127 ff. Crossref logo
ALTMAN, CARMIT, SHARON ARMON-LOTEM, SVETA FICHMAN & JOEL WALTERS
2016. Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics 37:1  pp. 165 ff. Crossref logo
Altman, Carmit, Tamara Goldstein & Sharon Armon-Lotem
2017. Quantitative and qualitative differences in the lexical knowledge of monolingual and bilingual children on the LITMUS-CLT task. Clinical Linguistics & Phonetics 31:11-12  pp. 931 ff. Crossref logo
Andreou, Maria, Eva Knopp, Christiane Bongartz & Ianthi Maria Tsimpli
2015. Character reference in Greek-German bilingual children’s narratives. EUROSLA Yearbook 15  pp. 1 ff. Crossref logo
Antonijevic, Stanislava, Ruth Durham & Íde Ní Chonghaile
2017. Language performance of sequential bilinguals on an Irish and English sentence repetition task. Linguistic Approaches to Bilingualism 7:3-4  pp. 359 ff. Crossref logo
ANTONIJEVIC, Stanislava, Sarah Ann MUCKLEY & Nicole MÜLLER
2020. The role of consistency in use of morphosyntactic forms in child-directed speech in the acquisition of Irish, a minority language undergoing rapid language change. Journal of Child Language 47:2  pp. 267 ff. Crossref logo
Antoniou, Kyriakos, Kleanthes K. Grohmann, Maria Kambanaros & Napoleon Katsos
2016. The effect of childhood bilectalism and multilingualism on executive control. Cognition 149  pp. 18 ff. Crossref logo
ANTONIOU, KYRIAKOS & NAPOLEON KATSOS
2017. The effect of childhood multilingualism and bilectalism on implicature understanding. Applied Psycholinguistics 38:4  pp. 787 ff. Crossref logo
Antoniou, Kyriakos, Alma Veenstra, Mikhail Kissine & Napoleon Katsos
2020. How does childhood bilingualism and bi-dialectalism affect the interpretation and processing of pragmatic meanings?. Bilingualism: Language and Cognition 23:1  pp. 186 ff. Crossref logo
Archila-Suerte, Pilar, Elizabeth A. Woods, Christine Chiarello & Arturo E. Hernandez
2018. Neuroanatomical profiles of bilingual children. Developmental Science 21:5  pp. e12654 ff. Crossref logo
Armon-Lotem, Sharon, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman & Joel Walters
2014.  In Input and Experience in Bilingual Development [Trends in Language Acquisition Research, 13],  pp. 77 ff. Crossref logo
Armon-Lotem, Sharon & Odelya Ohana
2017. A CDI study of bilingual English-Hebrew children – frequency of exposure as a major source of variation. International Journal of Bilingual Education and Bilingualism 20:2  pp. 201 ff. Crossref logo
Blom, Elma
2019. Domain‐General Cognitive Ability Predicts Bilingual Children's Receptive Vocabulary in the Majority Language. Language Learning 69:2  pp. 292 ff. Crossref logo
BLOM, ELMA & HARALD R. BAAYEN
2013. The impact of verb form, sentence position, home language, and second language proficiency on subject–verb agreement in child second language Dutch. Applied Psycholinguistics 34:4  pp. 777 ff. Crossref logo
Blom, Elma & Tessel Boerma
2020.  In Developing Narrative Comprehension [Studies in Bilingualism, 61],  pp. 198 ff. Crossref logo
Blom, Elma, Tessel Boerma, Evelyn Bosma, Leonie Cornips, Kirsten van den Heuij & Mona Timmermeister
2020. Cross-language distance influences receptive vocabulary outcomes of bilingual children. First Language 40:2  pp. 151 ff. Crossref logo
Blom, Elma, Evelyn Bosma & Wilbert Heeringa
2021. Regular and Irregular Inflection in Different Groups of Bilingual Children and the Role of Verbal Short-Term and Verbal Working Memory. Languages 6:1  pp. 56 ff. Crossref logo
Blom, Elma & Johanne Paradis
2013. Past Tense Production by English Second Language Learners With and Without Language Impairment. Journal of Speech, Language, and Hearing Research 56:1  pp. 281 ff. Crossref logo
BLOM, ELMA & JOHANNE PARADIS
2015. Sources of individual differences in the acquisition of tense inflection by English second language learners with and without specific language impairment. Applied Psycholinguistics 36:4  pp. 953 ff. Crossref logo
Blom, Elma, Johanne Paradis & Tamara Sorenson Duncan
2012. Effects of Input Properties, Vocabulary Size, and L1 on the Development of Third Person Singular -sin Child L2 English. Language Learning 62:3  pp. 965 ff. Crossref logo
Boerma, Tessel & Elma Blom
2017. Assessment of bilingual children: What if testing both languages is not possible?. Journal of Communication Disorders 66  pp. 65 ff. Crossref logo
Boerma, Tessel, Shula Chiat, Paul Leseman, Mona Timmermeister, Frank Wijnen & Elma Blom
2015. A Quasi-Universal Nonword Repetition Task as a Diagnostic Tool for Bilingual Children Learning Dutch as a Second Language. Journal of Speech, Language, and Hearing Research 58:6  pp. 1747 ff. Crossref logo
Boerma, Tessel, Paul Leseman, Frank Wijnen & Elma Blom
2017. Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment. Frontiers in Psychology 8 Crossref logo
BOOTON, Sophie A, Alex HODGKISS, Sandra MATHERS & Victoria A MURPHY
2021. Measuring knowledge of multiple word meanings in children with English as a first and an additional language and the relationship to reading comprehension. Journal of Child Language  pp. 1 ff. Crossref logo
Borgonovi, Francesca & Alessandro Ferrara
2020. Academic achievement and sense of belonging among non-native-speaking immigrant students: The role of linguistic distance. Learning and Individual Differences 81  pp. 101911 ff. Crossref logo
BOSMA, Evelyn & Elma BLOM
2020. Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch. Journal of Child Language 47:2  pp. 289 ff. Crossref logo
Buac, Milijana, Megan Gross & Margarita Kaushanskaya
2014. The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills. Journal of Speech, Language, and Hearing Research 57:5  pp. 1804 ff. Crossref logo
Butler, Yuko Goto
2020.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Bérubé, Daniel, Barbara May Bernhardt, Joseph P. Stemberger & Valter Ciocca
2020. Development of singleton consonants in French-speaking children with typical versus protracted phonological development: The influence of word length, word shape and stress. International Journal of Speech-Language Pathology 22:6  pp. 637 ff. Crossref logo
Bérubé, Daniel & Stefka H. Marinova-Todd
2014. The effect of sociolinguistic factors and English language proficiency on the development of French as a third language. International Journal of Bilingual Education and Bilingualism 17:4  pp. 465 ff. Crossref logo
CHONDROGIANNI, Vasiliki & Richard G. SCHWARTZ
2020. Case marking and word order in Greek heritage children. Journal of Child Language 47:4  pp. 766 ff. Crossref logo
Chondrogianni, Vicky
2018.  In Bilingual Cognition and Language [Studies in Bilingualism, 54],  pp. 103 ff. Crossref logo
CLAHSEN, Harald & Anna JESSEN
2019. Do bilingual children lag behind? A study of morphological encoding using ERPs. Journal of Child Language 46:05  pp. 955 ff. Crossref logo
Cohen, Cathy
2016. Relating input factors and dual language proficiency in French–English bilingual children. International Journal of Bilingual Education and Bilingualism 19:3  pp. 296 ff. Crossref logo
Cohen, Cathy, Eurydice Bauer & Jacob Minniear
2021. Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders. Linguistics and Education 63  pp. 100905 ff. Crossref logo
Cohen, Cathy, Audrey Mazur-Palandre, F. Neveu, B. Harmegnies, L. Hriba & S. Prévost
2018. Le langage oral en production chez les enfants bilingues : quels liens avec l’exposition ?. SHS Web of Conferences 46  pp. 10004 ff. Crossref logo
Core, Cynthia
2020.  In Child Bilingualism and Second Language Learning [Bilingual Processing and Acquisition, 10],  pp. 87 ff. Crossref logo
Cornips, Leonie
2020. The impact of preschool attendance on children's bidialectism in The Netherlands: Why toddlers may stop speaking a regional language (Limburgish) at home. Language in Society 49:3  pp. 333 ff. Crossref logo
Cornips, Leonie M.E.A.
2014. Socio-syntax and variation in acquisition. Linguistic Variation 14:1  pp. 1 ff. Crossref logo
Czapka, Sophia, Nathalie Topaj & Natalia Gagarina
2021. A Four-Year Longitudinal Comparative Study on the Lexicon Development of Russian and Turkish Heritage Speakers in Germany. Languages 6:1  pp. 27 ff. Crossref logo
DASKALAKI, Evangelia, Elma BLOM, Vasiliki CHONDROGIANNI & Johanne PARADIS
2020. Effects of parental input quality in child heritage language acquisition. Journal of Child Language 47:4  pp. 709 ff. Crossref logo
de Almeida, Laetitia, Sandrine Ferré, Eléonore Morin, Philippe Prévost, Christophe dos Santos, Laurie Tuller, Rasha Zebib, F. Neveu, G. Bergounioux, M.-H. Côté, J.-M. Fournier, L. Hriba & S. Prévost
2016. L’identification d’enfants bilingues avec Trouble Spécifique du Langage en France. SHS Web of Conferences 27  pp. 10005 ff. Crossref logo
De Cat, Cécile
2020. PREDICTING LANGUAGE PROFICIENCY IN BILINGUAL CHILDREN. Studies in Second Language Acquisition 42:2  pp. 279 ff. Crossref logo
De Cat, Cécile
2021. Socioeconomic status as a proxy for input quality in bilingual children?. Applied Psycholinguistics 42:2  pp. 301 ff. Crossref logo
de Foy, Marie Philippart, Véronique Delvaux, Kathy Huet, Morgane Monnier, Myriam Piccaluga, Bernard Harmegnies, F. Neveu, B. Harmegnies, L. Hriba, S. Prévost & A. Steuckardt
2020. Évolution de l’organisation du système vocalique du français en contexte de bilinguisme simultané. SHS Web of Conferences 78  pp. 09008 ff. Crossref logo
de Graaff, Rick & Oana Costache
2020.  In Child Bilingualism and Second Language Learning [Bilingual Processing and Acquisition, 10],  pp. 137 ff. Crossref logo
Annick De Houwer & Lourdes Ortega
2018.  In The Cambridge Handbook of Bilingualism, Crossref logo
De Wilde, Vanessa, Marc Brysbaert & June Eyckmans
2020. Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important?. Bilingualism: Language and Cognition 23:1  pp. 171 ff. Crossref logo
De Wilde, Vanessa, Marc Brysbaert & June Eyckmans
2021. Young learners’ L2 English after the onset of instruction: longitudinal development of L2 proficiency and the role of individual differences. Bilingualism: Language and Cognition 24:3  pp. 439 ff. Crossref logo
DELCENSERIE, A., F. GENESEE, N. TRUDEAU & F. CHAMPOUX
2019. A multi-group approach to examining language development in at-risk learners. Journal of Child Language 46:1  pp. 51 ff. Crossref logo
DIJKSTRA, JELSKE, FOLKERT KUIKEN, RENÉ J. JORNA & EDWIN L. KLINKENBERG
2016. The role of majority and minority language input in the early development of a bilingual vocabulary. Bilingualism: Language and Cognition 19:1  pp. 191 ff. Crossref logo
Duncan, Tamara Sorenson & Johanne Paradis
2016. English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology. Journal of Speech, Language, and Hearing Research 59:1  pp. 39 ff. Crossref logo
Durand López, Ezequiel M.
2020. A bilingual advantage in memory capacity: Assessing the roles of proficiency, number of languages acquired and age of acquisition. International Journal of Bilingualism  pp. 136700692096571 ff. Crossref logo
Figueiredo, Sandra, Margarida Alves Martins & Carlos Fernandes da Silva
2016. Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes. International Journal of Multilingualism 13:2  pp. 184 ff. Crossref logo
Fleckstein, Alice, Philippe Prévost, Laurice Tuller, Eva Sizaret & Rasha Zebib
2018. How to identify SLI in bilingual children: A study on sentence repetition in French. Language Acquisition 25:1  pp. 85 ff. Crossref logo
Francot, R.J., Kirsten van den Heuij, Elma Blom, Wilbert Heeringa & Leonie Cornips
2017.  In Language Variation - European Perspectives VI [Studies in Language Variation, 19],  pp. 85 ff. Crossref logo
Gagarina, Natalia & Annegret Klassert
2018. Input Dominance and Development of Home Language in Russian-German Bilinguals. Frontiers in Communication 3 Crossref logo
Gatt, Daniela
2017. Bilingual vocabulary production in young children receiving Maltese-dominant exposure: individual differences and the influence of demographic and language exposure factors. International Journal of Bilingual Education and Bilingualism 20:2  pp. 163 ff. Crossref logo
Gatt, Daniela, Donna Attard, Magdalena Łuniewska & Ewa Haman
2017. The effects of bilingual status on lexical comprehension and production in Maltese five-year-old children: A LITMUS-CLT study. Clinical Linguistics & Phonetics 31:11-12  pp. 844 ff. Crossref logo
GATT, Daniela, Roberta BALDACCHINO & Barbara DODD
2020. Which measure of socioeconomic status best predicts bilingual lexical abilities and how? A focus on four-year-olds exposed to two majority languages. Journal of Child Language 47:4  pp. 737 ff. Crossref logo
Geist, Barbara
2017. Wortschatz von Kindern mit Deutsch als Zweitsprache. Frühe Bildung 6:3  pp. 124 ff. Crossref logo
Ghorbani, Mohammad Reza & Seyyed Ehsan Golparvar
2020. Modeling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted Language Learning 33:5-6  pp. 607 ff. Crossref logo
Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois & Li Wei
2020. Early childhood bilingualism: effects on brain structure and function. F1000Research 9  pp. 370 ff. Crossref logo
Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois & Li Wei
2020. Early childhood bilingualism: effects on brain structure and function. F1000Research 9  pp. 370 ff. Crossref logo
Govindarajan, Krithika & Johanne Paradis
2019. Narrative abilities of bilingual children with and without Developmental Language Disorder (SLI): Differentiation and the role of age and input factors. Journal of Communication Disorders 77  pp. 1 ff. Crossref logo
GRANFELDT, JONAS
2018. The development of gender in simultaneous and successive bilingual acquisition of French – Evidence for AOA and input effects. Bilingualism: Language and Cognition 21:4  pp. 674 ff. Crossref logo
Grohmann, Kleanthes K. & Maria Kambanaros
2016. The Gradience of Multilingualism in Typical and Impaired Language Development: Positioning Bilectalism within Comparative Bilingualism. Frontiers in Psychology 7 Crossref logo
Grohmann, Kleanthes K., Maria Kambanaros, Evelina Leivada & Charley Rowe
2016. A developmental approach to diglossia: Bilectalism on a gradient scale of linguality. Poznan Studies in Contemporary Linguistics 52:4 Crossref logo
Grüter, Theres
2018.  In The Listening Bilingual,  pp. 199 ff. Crossref logo
Hansen, Pernille, Hanne Gram Simonsen, Magdalena Łuniewska & Ewa Haman
2017. Validating the psycholinguistic aspects of LITMUS-CLT: Evidence from Polish and Norwegian. Clinical Linguistics & Phonetics 31:11-12  pp. 910 ff. Crossref logo
Hansen, Pernille, Magdalena Łuniewska, Hanne Gram Simonsen, Ewa Haman, Karolina Mieszkowska, Joanna Kołak & Zofia Wodniecka
2019. Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism 23:2  pp. 437 ff. Crossref logo
HERVÉ, CORALIE, LUDOVICA SERRATRICE & MARTIN CORLEY
2016. Dislocations in French–English bilingual children: An elicitation study. Bilingualism: Language and Cognition 19:5  pp. 987 ff. Crossref logo
Hoff, Erika
2018. Bilingual Development in Children of Immigrant Families. Child Development Perspectives 12:2  pp. 80 ff. Crossref logo
Hoff, Erika
2020. Lessons from the study of input effects on bilingual development. International Journal of Bilingualism 24:1  pp. 82 ff. Crossref logo
Hoff, Erika & Cynthia Core
2018. ADVANCES IN THE ASSESSMENT OF YOUNG BILINGUALS: COMMENTS ON FLOCCIA ET AL. Monographs of the Society for Research in Child Development 83:1  pp. 109 ff. Crossref logo
HOFF, Erika, Cynthia CORE & Katherine F. SHANKS
2020. The quality of child-directed speech depends on the speaker's language proficiency. Journal of Child Language 47:1  pp. 132 ff. Crossref logo
Hoff, Erika, Rosario Rumiche, Andrea Burridge, Krystal M. Ribot & Stephanie N. Welsh
2014. Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early Childhood Research Quarterly 29:4  pp. 433 ff. Crossref logo
Hoff, Erika, Stephanie Welsh, Silvia Place & Krystal M. Ribot
2014.  In Input and Experience in Bilingual Development [Trends in Language Acquisition Research, 13],  pp. 119 ff. Crossref logo
Hollebeke, Ily, Esli Struys & Orhan Agirdag
2020. Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review. Journal of Multilingual and Multicultural Development  pp. 1 ff. Crossref logo
Hopp, Holger
2019. Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism 23:2  pp. 567 ff. Crossref logo
Hopp, Holger, Anja Steinlen, Christina Schelletter & Thorsten Piske
2019. Syntactic development in early foreign language learning: Effects of L1 transfer, input, and individual factors. Applied Psycholinguistics 40:05  pp. 1241 ff. Crossref logo
Huang, Becky, Yung-Hsiang Shawn Chang, Luping Niu & Mingxia Zhi
2018. Examining the effects of socio-economic status and language input on adolescent English learners' speech production outcomes. System 73  pp. 27 ff. Crossref logo
Huang, Becky H, Yung-Hsiang Shawn Chang, Mingxia Zhi & Luping Niu
2020. The effect of input on bilingual adolescents’ long-term language outcomes in a foreign language instruction context. International Journal of Bilingualism 24:1  pp. 8 ff. Crossref logo
Højen, Anders, Erika Hoff, Dorthe Bleses & Philip S. Dale
2021. The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare. Early Childhood Research Quarterly 55  pp. 312 ff. Crossref logo
JANSSEN, CARESSA, ELIANE SEGERS, JAMES M. MCQUEEN & LUDO VERHOEVEN
2017. Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition 20:4  pp. 795 ff. Crossref logo
Jia, Gisela, Jennifer Chen, HyeYoung Kim, Phoenix-Shan Chan & Changmo Jeung
2014. Bilingual lexical skills of school-age children with Chinese and Korean heritage languages in the United States. International Journal of Behavioral Development 38:4  pp. 350 ff. Crossref logo
JIA, RUITING & JOHANNE PARADIS
2015. The use of referring expressions in narratives by Mandarin heritage language children and the role of language environment factors in predicting individual differences. Bilingualism: Language and Cognition 18:4  pp. 737 ff. Crossref logo
Jia, Ruiting & Johanne Paradis
2020. The acquisition of relative clauses by Mandarin heritage language children. Linguistic Approaches to Bilingualism 10:2  pp. 153 ff. Crossref logo
Kaltsa, Maria, Alexandra Prentza, Despina Papadopoulou & Ianthi Maria Tsimpli
2020. Language external and language internal factors in the acquisition of gender: the case of Albanian-Greek and English-Greek bilingual children. International Journal of Bilingual Education and Bilingualism 23:8  pp. 981 ff. Crossref logo
Kaltsa, Maria, Ianthi Maria Tsimpli & Froso Argyri
2019. The development of gender assignment and agreement in English-Greek and German-Greek bilingual children. Linguistic Approaches to Bilingualism 9:2  pp. 253 ff. Crossref logo
Kambanaros, Maria, Michalis Michaelides & Kleanthes K. Grohmann
2015. Measuring word retrieval deficits in a multilingual child with SLI: Is there a better language?. Journal of Neurolinguistics 34  pp. 112 ff. Crossref logo
KAPALKOVÁ, SVETLANA, KAMILA POLIŠENSKÁ, LENKA MARKOVÁ & JAMES FENTON
2016. Narrative abilities in early successive bilingual Slovak–English children: A cross-language comparison. Applied Psycholinguistics 37:1  pp. 145 ff. Crossref logo
Karayayla, Tuğba
2020.  In Lost in Transmission [Studies in Bilingualism, 59],  pp. 34 ff. Crossref logo
Karimijavan, Gelavizh, Abbas Ebadi, Fariba Yadegari, Mehdi Dastjerdi Kazemi, Akbar Darouie & Salah Eddin Karimi
2019. Sequential bilingualism and language impairment: the Persian version of ALDeQ parental questionnaire. Early Child Development and Care  pp. 1 ff. Crossref logo
KARLSEN, JANNICKE, SOLVEIG-ALMA HALAAS LYSTER & ARNE LERVÅG
2017. Vocabulary development in Norwegian L1 and L2 learners in the kindergarten–school transition. Journal of Child Language 44:2  pp. 402 ff. Crossref logo
Kašćelan, Draško, Napoleon Katsos & Jenny L. Gibson
2019. Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children. Journal of Autism and Developmental Disorders 49:6  pp. 2509 ff. Crossref logo
Khoury Aouad Saliby, Christel, Christophe dos Santos, Edith Kouba Hreich & Camille Messarra
2017. Assessing Lebanese bilingual children: The use of Cross-linguistic Lexical Tasks in Lebanese Arabic. Clinical Linguistics & Phonetics 31:11-12  pp. 874 ff. Crossref logo
Kihlstedt, Maria
2015. Acquisition of the imparfait in L2 French in adults and children: The same or different?. Language, Interaction and Acquisition 6:1  pp. 74 ff. Crossref logo
King, Marika R., MaryAnn Romski & Rose A. Sevcik
2021. Language Differentiation Using Augmentative and Alternative Communication: An Investigation of Spanish–English Bilingual Children With and Without Language Impairments. American Journal of Speech-Language Pathology 30:1  pp. 89 ff. Crossref logo
Laasonen, Marja, Sini Smolander, Pekka Lahti-Nuuttila, Miika Leminen, Hanna-Reetta Lajunen, Kati Heinonen, Anu-Katriina Pesonen, Todd M. Bailey, Emmanuel M. Pothos, Teija Kujala, Paavo H. T. Leppänen, Christopher W. Bartlett, Ahmed Geneid, Leena Lauronen, Elisabet Service, Sari Kunnari & Eva Arkkila
2018. Understanding developmental language disorder - the Helsinki longitudinal SLI study (HelSLI): a study protocol. BMC Psychology 6:1 Crossref logo
Laloi, Aude, Jan de Jong & Anne Baker
2017. Can executive functioning contribute to the diagnosis of SLI in bilingual children?. Linguistic Approaches to Bilingualism 7:3-4  pp. 431 ff. Crossref logo
Lauro, Justin, Cynthia Core & Erika Hoff
2020. Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors. Child Development 91:6  pp. 2063 ff. Crossref logo
Levine, Dani, Kathy Hirsh-Pasek & Roberta Michnick Golinkoff
2020.  In The Cambridge Handbook of Infant Development,  pp. 632 ff. Crossref logo
Lim, Nataly, Mark F. O’Reilly, Jeff Sigafoos & Giulio E. Lancioni
2018. Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians. Journal of Autism and Developmental Disorders 48:8  pp. 2890 ff. Crossref logo
Lindner, Katrin, Kathleen Hipfner-Boucher, Anna Yamashita, Claudia Maria Riehl, Mohcine Ait Ramdan & Xi Chen
2020. Acculturation through the lens of language: Syrian refugees in Canada and Germany. Applied Psycholinguistics 41:6  pp. 1351 ff. Crossref logo
Li’el, Naomi, Cori Williams & Robert Kane
2019. Identifying developmental language disorder in bilingual children from diverse linguistic backgrounds. International Journal of Speech-Language Pathology 21:6  pp. 613 ff. Crossref logo
Jeffrey J. Lockman & Catherine S. Tamis-LeMonda
2020.  In The Cambridge Handbook of Infant Development, Crossref logo
Marek, Michael W. & Wen-Chi Vivian Wu
2014. Environmental factors affecting computer assisted language learning success: a Complex Dynamic Systems conceptual model. Computer Assisted Language Learning 27:6  pp. 560 ff. Crossref logo
McLeod, Sharynne, Sarah Verdon, Elise Baker, Martin J. Ball, Elaine Ballard, Avivit Ben David, B. May Bernhardt, Daniel Bérubé, Mirjam Blumenthal, Caroline Bowen, Françoise Brosseau-Lapré, Ferenc Bunta, Kathryn Crowe, Madalena Cruz-Ferreira, Barbara Davis, Annette Fox-Boyer, Christina Gildersleeve-Neumann, Helen Grech, Brian Goldstein, Anne Hesketh, Suzanne Hopf, Minjung Kim, Sari Kunnari, Andrea MacLeod, Jane McCormack, Þóra (Thora) Másdóttir, Glenda Mason, Sarah Masso, Sandra Neumann, Martina Ozbič, Michelle Pascoe, Giang Pham, Rosario Román, Yvan Rose, Susan Rvachew, Tuula Savinainen-Makkonen, Seyhun Topbaş, Nancy Scherer, Jane Speake, Joseph P. Stemberger, Isao Ueda, Karla N. Washington, Carol Westby, A. Lynn Williams, Yvonne Wren, Krisztina Zajdó & Natalia Zharkova
2017. Tutorial: Speech Assessment for Multilingual Children Who Do Not Speak the Same Language(s) as the Speech-Language Pathologist. American Journal of Speech-Language Pathology 26:3  pp. 691 ff. Crossref logo
McMillen, Stephanie, Jissel B. Anaya, Elizabeth D. Peña, Lisa M. Bedore & Elisa Barquin
2020. That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Meir, Natalia & Maria Polinsky
2019. Restructuring in heritage grammars. Linguistic Approaches to Bilingualism Crossref logo
Meir, Natalia, Joel Walters & Sharon Armon-Lotem
2016. Disentangling SLI and bilingualism using sentence repetition tasks: the impact of L1 and L2 properties. International Journal of Bilingualism 20:4  pp. 421 ff. Crossref logo
Meir, Natalia, Joel Walters & Sharon Armon-Lotem
2017. Bi-directional cross-linguistic influence in bilingual Russian-Hebrew children. Linguistic Approaches to Bilingualism 7:5  pp. 514 ff. Crossref logo
Mitrofanova, Natalia, Yulia Rodina, Olga Urek & Marit Westergaard
2018. Bilinguals’ Sensitivity to Grammatical Gender Cues in Russian: The Role of Cumulative Input, Proficiency, and Dominance. Frontiers in Psychology 9 Crossref logo
Morales Reyes, Alexandra & Silvina Montrul
2020. Variational Learning in Child L2 Acquisition? Comprehension of Verbal Agreement in Spanish and English. Language Learning and Development 16:3  pp. 211 ff. Crossref logo
Morales-Reyes, Alexandra & Begoña Arechabaleta-Regulez
2017. Are Lions Green?: Child L2 Learners’ Interpretation of English Generics and Definite Determiners. Languages 2:4  pp. 22 ff. Crossref logo
Munoz, C.
2014. Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners. Applied Linguistics 35:4  pp. 463 ff. Crossref logo
Muñoz, Carmen
2019.  In The Cambridge Handbook of Language Learning,  pp. 430 ff. Crossref logo
Méndez, Lucía I., Elizabeth R. Crais & Kirsten Kainz
2018. The Impact of Individual Differences on a Bilingual Vocabulary Approach for Latino Preschoolers. Journal of Speech, Language, and Hearing Research 61:4  pp. 897 ff. Crossref logo
Nakamura, Janice
2020. Language regrets: mixed-ethnic children’s lost opportunity for minority language acquisition in Japan. Multilingua 39:2  pp. 213 ff. Crossref logo
Nardelli, Marina Cestari & Maria Lobo
2018.  In On the Acquisition of the Syntax of Romance [Language Acquisition and Language Disorders, 62],  pp. 119 ff. Crossref logo
NICOLADIS, Elena, Yuehan YANG & Zixia JIANG
2020. Why jumped is so difficult: tense/aspect marking in Mandarin–English bilingual children. Journal of Child Language 47:5  pp. 1073 ff. Crossref logo
Novogrodsky, Rama & Natalia Meir
2020.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Ortega, Lourdes
2013. SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/multilingual Turn. Language Learning 63  pp. 1 ff. Crossref logo
O’Toole, Ciara, Daniela Gatt, Tina M. Hickey, Aneta Miękisz, Ewa Haman, Sharon Armon-Lotem, Tanja Rinker, Odelya Ohana, Christophe dos Santos & Sophie Kern
2017. Parent report of early lexical production in bilingual children: a cross-linguistic CDI comparison. International Journal of Bilingual Education and Bilingualism 20:2  pp. 124 ff. Crossref logo
Palacios, Natalia, Amanda K. Kibler & Ashley Simpson Baird
2017. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States. Early Child Development and Care 187:3-4  pp. 690 ff. Crossref logo
Paradis, Johanne
2011.  The impact of input factors on bilingual development. Linguistic Approaches to Bilingualism 1:1  pp. 67 ff. Crossref logo
Paradis, Johanne
2016. An agenda for knowledge-oriented research on bilingualism in children with developmental disorders. Journal of Communication Disorders 63  pp. 79 ff. Crossref logo
Paradis, Johanne
2016. The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications. Journal of Speech, Language, and Hearing Research 59:1  pp. 171 ff. Crossref logo
PARADIS, JOHANNE
2017. Parent report data on input and experience reliably predict bilingual development and this is not trivial. Bilingualism: Language and Cognition 20:1  pp. 27 ff. Crossref logo
Paradis, Johanne
2018. Language-level input factors are not enough to explain child bilingual acquisition. Linguistic Approaches to Bilingualism 8:6  pp. 753 ff. Crossref logo
PARADIS, JOHANNE & ELMA BLOM
2016. Do early successive bilinguals show the English L2 pattern of precocious BE acquisition?. Bilingualism: Language and Cognition 19:3  pp. 630 ff. Crossref logo
Paradis, Johanne & Ruiting Jia
2017. Bilingual children's long-term outcomes in English as a second language: language environment factors shape individual differences in catching up with monolinguals. Developmental Science 20:1  pp. e12433 ff. Crossref logo
PARADIS, JOHANNE, RUITING JIA & ANTTI ARPPE
2017. The acquisition of tense morphology over time by English second language children with specific language impairment: Testing the cumulative effects hypothesis. Applied Psycholinguistics 38:4  pp. 881 ff. Crossref logo
Paradis, Johanne & Anna Kirova
2014. English second-language learners in preschool. International Journal of Behavioral Development 38:4  pp. 342 ff. Crossref logo
Paradis, Johanne, Brian Rusk, Tamara Sorenson Duncan & Krithika Govindarajan
2017. Children's Second Language Acquisition of English Complex Syntax: The Role of Age, Input, and Cognitive Factors. Annual Review of Applied Linguistics 37  pp. 148 ff. Crossref logo
Paradis, Johanne, Phyllis Schneider & Tamara Sorenson Duncan
2013. Discriminating Children With Language Impairment Among English-Language Learners From Diverse First-Language Backgrounds. Journal of Speech, Language, and Hearing Research 56:3  pp. 971 ff. Crossref logo
Paradis, Johanne, Adriana Soto-Corominas, Xi Chen & Alexandra Gottardo
2020. How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada. Applied Psycholinguistics 41:6  pp. 1255 ff. Crossref logo
Paradis, Johanne, Adriana Soto-Corominas, Evangelia Daskalaki, Xi Chen & Alexandra Gottardo
2021. Morphosyntactic Development in First Generation Arabic—English Children: The Effect of Cognitive, Age, and Input Factors over Time and across Languages. Languages 6:1  pp. 51 ff. Crossref logo
PARADIS, JOHANNE, YASEMIN TULPAR & ANTTI ARPPE
2016. Chinese L1 children's English L2 verb morphology over time: individual variation in long-term outcomes. Journal of Child Language 43:3  pp. 553 ff. Crossref logo
Perold Potgieter, Anneke & Frenette Southwood
2016. A comparison of proficiency levels in 4-year-old monolingual and trilingual speakers of Afrikaans, isiXhosa and South African English across SES boundaries, using LITMUS-CLT. Clinical Linguistics & Phonetics 30:2  pp. 87 ff. Crossref logo
Peña, Elizabeth D, Lisa M Bedore, Prarthana Shivabasappa & Luping Niu
2020. Effects of divided input on bilingual children with language impairment. International Journal of Bilingualism 24:1  pp. 62 ff. Crossref logo
PIERCE, LARA J., FRED GENESEE & JOHANNE PARADIS
2013. Acquisition of English grammatical morphology by internationally adopted children from China. Journal of Child Language 40:5  pp. 1076 ff. Crossref logo
PLACE, SILVIA & ERIKA HOFF
2016. Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds. Bilingualism: Language and Cognition 19:5  pp. 1023 ff. Crossref logo
Prentza, Alexandra & Maria Kaltsa
2020. Linguistic Profiling of Heritage Speakers of an Endangered Language: The Case of Vlach Aromanian–Greek Bilinguals. Open Linguistics 6:1  pp. 626 ff. Crossref logo
Prentza, Alexandra, Maria Kaltsa, Ianthi Maria Tsimpli & Despina Papadopoulou
2019. The acquisition of Greek gender by bilingual children: The effects of lexical knowledge, oral input, literacy and bi/monolingual schooling. International Journal of Bilingualism 23:5  pp. 901 ff. Crossref logo
Ramachers, Stefanie, Susanne Brouwer & Paula Fikkert
2017. How Native Prosody Affects Pitch Processing during Word Learning in Limburgian and Dutch Toddlers and Adults. Frontiers in Psychology 8 Crossref logo
Reetzke, Rachel, Xiaobing Zou, Li Sheng & Napoleon Katsos
2015. Communicative Development in Bilingually Exposed Chinese Children With Autism Spectrum Disorders. Journal of Speech, Language, and Hearing Research 58:3  pp. 813 ff. Crossref logo
Reyes, Alexandra Morales, Begoña Arechabaleta-Regulez & Silvina Montrul
2017. The acquisition of rhotics by child L2 and L3 learners. Journal of Second Language Pronunciation 3:2  pp. 242 ff. Crossref logo
Rezzonico, Stefano, Ahuva Goldberg, Katy Ka-Yan Mak, Stephanie Yap, Trelani Milburn, Adriana Belletti & Luigi Girolametto
2016. Narratives in Two Languages: Storytelling of Bilingual Cantonese–English Preschoolers. Journal of Speech, Language, and Hearing Research 59:3  pp. 521 ff. Crossref logo
Rezzonico, Stefano, Ahuva Goldberg, Trelani Milburn, Adriana Belletti & Luigi Girolametto
2017. English Verb Accuracy of Bilingual Cantonese–English Preschoolers. Language, Speech, and Hearing Services in Schools 48:3  pp. 153 ff. Crossref logo
Rice, Mabel L.
2016. Specific Language Impairment, Nonverbal IQ, Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Cochlear Implants, Bilingualism, and Dialectal Variants: Defining the Boundaries, Clarifying Clinical Conditions, and Sorting Out Causes. Journal of Speech, Language, and Hearing Research 59:1  pp. 122 ff. Crossref logo
Rispens, Judith & Elise de Bree
2017.  In Cross-linguistic Influence in Bilingualism [Studies in Bilingualism, 52],  pp. 259 ff. Crossref logo
Rodina, Yulia, Tanja Kupisch, Natalia Meir, Natalia Mitrofanova, Olga Urek & Marit Westergaard
2020. Internal and External Factors in Heritage Language Acquisition: Evidence From Heritage Russian in Israel, Germany, Norway, Latvia and the United Kingdom. Frontiers in Education 5 Crossref logo
ROESCH, ANNE DOROTHEE & VASILIKI CHONDROGIANNI
2016. “Which mouse kissed the frog?” Effects of age of onset, length of exposure, and knowledge of case marking on the comprehension of wh-questions in German-speaking simultaneous and early sequential bilingual children. Journal of Child Language 43:3  pp. 635 ff. Crossref logo
ROTHMAN, JASON, DREW LONG, MICHAEL IVERSON, TIFFANY JUDY, ANNE LINGWALL & TUSHAR CHAKRAVARTY
2016. Older age of onset in child L2 acquisition can be facilitative: evidence from the acquisition of English passives by Spanish natives. Journal of Child Language 43:3  pp. 662 ff. Crossref logo
Ryskin, Rachel A., Sarah Brown-Schmidt, Enriqueta Canseco-Gonzalez, Loretta K. Yiu & Elizabeth T. Nguyen
2014. Visuospatial perspective-taking in conversation and the role of bilingual experience. Journal of Memory and Language 74  pp. 46 ff. Crossref logo
Sato, Masatoshi & Shawn Loewen
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2  pp. 507 ff. Crossref logo
Scarpino, Shelley E., Carol Scheffner Hammer, Brian Goldstein, Barbara L. Rodriguez & Lisa M. Lopez
2019. Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English–Speaking Children. American Journal of Speech-Language Pathology 28:1  pp. 174 ff. Crossref logo
Scheidnes, Maureen
2020. Sentence repetition and non-word repetition in early total French immersion. Applied Psycholinguistics 41:1  pp. 107 ff. Crossref logo
Scheidnes, Maureen & Laurice Tuller
2016. Assessing successive bilinguals in two languages: A longitudinal look at English-speaking children in France. Journal of Communication Disorders 64  pp. 45 ff. Crossref logo
SCHEIDNES, MAUREEN & LAURICE TULLER
2019. Using clausal embedding to identify language impairment in sequential bilinguals. Bilingualism: Language and Cognition 22:5  pp. 949 ff. Crossref logo
Scheidnes, Maureen, Laurice Tuller & Philippe Prévost
2020. Object clitic production in French-speaking L2 children and children with SLI. Linguistic Approaches to Bilingualism Crossref logo
Scherger, Anna-Lena
2019. Elicited Subject-Verb Agreement in German Early L2 Children with Developmental Language Disorders. Journal of the European Second Language Association 3:1  pp. 46 ff. Crossref logo
Schmitt, C., A. Simoës & A. Laloi
2015. L’évaluation du langage oral chez les enfants bilingues au moyen d’une batterie standardisée pour monolingues. Neuropsychiatrie de l'Enfance et de l'Adolescence 63:7  pp. 431 ff. Crossref logo
Schulz, Petra
2012.  Why and how individual differences matter for linguistic theory and experimental research but not for UG . Linguistic Approaches to Bilingualism 2:3  pp. 298 ff. Crossref logo
Schulz, Petra & Angela Grimm
2019. The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition. Frontiers in Psychology 9 Crossref logo
Serratrice, Ludovica
2020.  In Current Perspectives on Child Language Acquisition [Trends in Language Acquisition Research, 27],  pp. 263 ff. Crossref logo
Smolander, Sini, Marja Laasonen, Eva Arkkila, Pekka Lahti‐Nuuttila & Sari Kunnari
2021. L2 vocabulary acquisition of early sequentially bilingual children with TD and DLD affected differently by exposure and age of onset. International Journal of Language & Communication Disorders 56:1  pp. 72 ff. Crossref logo
Solier, Clara, Cyril Perret, Lorraine Baqué & Christiane Soum-Favaro
2019. Written training tasks are better than oral training tasks at improving L2 learners’ speech production. Applied Psycholinguistics 40:6  pp. 1455 ff. Crossref logo
Song, Lulu, Rufan Luo & Eva Liang
2021. Dual Language Development of Chinese 3- and 4-Year-Olds: Associations with the Family Context and Teachers’ Language Use. Early Education and Development  pp. 1 ff. Crossref logo
SORENSON DUNCAN, Tamara & Johanne PARADIS
2020. Home language environment and children's second language acquisition: the special status of input from older siblings. Journal of Child Language 47:5  pp. 982 ff. Crossref logo
Sorenson Duncan, Tamara & Johanne Paradis
2020. How does maternal education influence the linguistic environment supporting bilingual language development in child second language learners of English?. International Journal of Bilingualism 24:1  pp. 46 ff. Crossref logo
Soto-Corominas, Adriana
2019. Acquisition of quantified partitivity in Catalan-Spanish bilingualism. Linguistic Approaches to Bilingualism Crossref logo
Soto-Corominas, Adriana, Johanne Paradis, Brian V. Rusk, Stefka Marinova-Todd & Xuan Zhang
2020. ORAL LANGUAGE PROFILES OF ENGLISH SECOND LANGUAGE LEARNERS IN ADOLESCENCE. Studies in Second Language Acquisition 42:4  pp. 697 ff. Crossref logo
Sun, He
2019. Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds?. Frontiers in Psychology 10 Crossref logo
Sun, He, Marc H. Bornstein & Gianluca Esposito
2021. The Specificity Principle in Young Dual Language Learners’ English Development. Child Development Crossref logo
Sun, He, Jieying Loh & Adam Charles Roberts
2019. Motion and Sound in Animated Storybooks for Preschoolers’ Visual Attention and Mandarin Language Learning: An Eye-Tracking Study With Bilingual Children. AERA Open 5:2  pp. 233285841984843 ff. Crossref logo
SUN, He, Siew Chin NG, Beth Ann O'BRIEN & Tom FRITZSCHE
2020. Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages. Journal of Child Language 47:4  pp. 817 ff. Crossref logo
SUN, HE, RASMUS STEINKRAUSS, JORGE TENDEIRO & KEES DE BOT
2016. Individual differences in very young children's English acquisition in China: Internal and external factors. Bilingualism: Language and Cognition 19:3  pp. 550 ff. Crossref logo
Sun, He, Rasmus Steinkrauss, Martijn Wieling & Kees de Bot
2018. Individual differences in very young Chinese children’s English vocabulary breadth and semantic depth: internal and external factors. International Journal of Bilingual Education and Bilingualism 21:4  pp. 405 ff. Crossref logo
SUN, HE, BIN YIN, NUR FARINA BEGUM BINTE AMSAH & BETH ANN O'BRIEN
2018. Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore. Applied Psycholinguistics 39:2  pp. 383 ff. Crossref logo
Talli, Ioanna & Stavroula Stavrakaki
2020. Short-term memory, working memory and linguistic abilities in bilingual children with Developmental Language Disorder. First Language 40:4  pp. 437 ff. Crossref logo
Tao, Lily, Qing Cai & Tamar H. Gollan
2019. Effects of cumulative language exposure on heritage and majority language skills. Linguistic Approaches to Bilingualism Crossref logo
Torregrossa, Jacopo, Maria Andreou, Christiane Bongartz & Ianthi Maria Tsimpli
2021. Bilingual acquisition of reference: The role of language experience, executive functions and cross-linguistic effects. Bilingualism: Language and Cognition  pp. 1 ff. Crossref logo
Troesch, Larissa Maria, Karin Keller, Sarah Loher & Alexander Grob
2017. Umgebungs- und Herkunftssprache: Der Einfluss des elterlichen Sprachengebrauchs auf den Zweitspracherwerb der Kinder. Zeitschrift für Pädagogische Psychologie 31:2  pp. 149 ff. Crossref logo
Tsimpli, Ianthi Maria
2014.  Early, late or very late?. Linguistic Approaches to Bilingualism 4:3  pp. 283 ff. Crossref logo
Tuller, Laurice, Cornelia Hamann, Solveig Chilla, Sandrine Ferré, Eléonore Morin, Philippe Prevost, Christophe dos Santos, Lina Abed Ibrahim & Racha Zebib
2018. Identifying language impairment in bilingual children in France and in Germany. International Journal of Language & Communication Disorders 53:4  pp. 888 ff. Crossref logo
UNSWORTH, SHARON
2013. Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender. Bilingualism: Language and Cognition 16:1  pp. 86 ff. Crossref logo
Unsworth, Sharon
2013. Current Issues in Multilingual First Language Acquisition. Annual Review of Applied Linguistics 33  pp. 21 ff. Crossref logo
Unsworth, Sharon
2014.  In Input and Experience in Bilingual Development [Trends in Language Acquisition Research, 13],  pp. 181 ff. Crossref logo
UNSWORTH, SHARON
2016. Early child L2 acquisition: Age or input effects? Neither, or both?. Journal of Child Language 43:3  pp. 608 ff. Crossref logo
UNSWORTH, SHARON, FROSO ARGYRI, LEONIE CORNIPS, AAFKE HULK, ANTONELLA SORACE & IANTHI TSIMPLI
2014. The role of age of onset and input in early child bilingualism in Greek and Dutch. Applied Psycholinguistics 35:4  pp. 765 ff. Crossref logo
Unsworth, Sharon, Vicky Chondrogianni & Barbora Skarabela
2018. Experiential Measures Can Be Used as a Proxy for Language Dominance in Bilingual Language Acquisition Research. Frontiers in Psychology 9 Crossref logo
Unsworth, Sharon, Liv Persson, Tineke Prins & Kees De Bot
2014. An investigation of factors affecting early foreign language learning in the Netherlands. Applied Linguistics  pp. amt052 ff. Crossref logo
Vaahtoranta, Enni, Sebastian Suggate, Jan Lenhart & Wolfgang Lenhard
2021. Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition 24:2  pp. 319 ff. Crossref logo
van Dijk, Chantal N., Merel van Witteloostuijn, Nada Vasić, Sergey Avrutin, Elma Blom & Philip Allen
2016. The Influence of Texting Language on Grammar and Executive Functions in Primary School Children. PLOS ONE 11:3  pp. e0152409 ff. Crossref logo
Vender, Maria, Shenai Hu, Federica Mantione, Silvia Savazzi, Denis Delfitto & Chiara Melloni
2021. Inflectional morphology: evidence for an advantage of bilingualism in dyslexia. International Journal of Bilingual Education and Bilingualism 24:2  pp. 155 ff. Crossref logo
Verhagen, Josje, Elise de Bree & Sharon Unsworth
2020. Effects of Bilingual Language Use and Language Proficiency on 24-month-olds’ Cognitive Control. Journal of Cognition and Development 21:1  pp. 46 ff. Crossref logo
Verhagen, Josje, Paul Leseman & Marielle Messer
2015. Phonological Memory and the Acquisition of Grammar in Child L2 Learners. Language Learning 65:2  pp. 417 ff. Crossref logo
Welsh, Stephanie N & Erika Hoff
2020. Language exposure outside the home becomes more English-dominant from 30 to 60 months for children from Spanish-speaking homes in the United States. International Journal of Bilingualism  pp. 136700692095187 ff. Crossref logo
White, Michelle J
2021. Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs. International Journal of Bilingualism 25:1  pp. 318 ff. Crossref logo
Wong, Kevin M. & Preeti G. Samudra
2019. L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Xu Rattanasone, Nan, Benjamin Davies, Tamara Schembri, Fabia Andronos & Katherine Demuth
2016. The iPad as a Research Tool for the Understanding of English Plurals by English, Chinese, and Other L1 Speaking 3- and 4-Year-Olds. Frontiers in Psychology 7 Crossref logo
Zebib, Racha, Laurice Tuller, Cornelia Hamann, Lina Abed Ibrahim & Philippe Prévost
2020. Syntactic complexity and verbal working memory in bilingual children with and without Developmental Language Disorder. First Language 40:4  pp. 461 ff. Crossref logo
Ågren, Malin, Jonas Granfeldt & Anita Thomas
2014.  Combined effects of age of onset and input on the development of different grammatical structures. Linguistic Approaches to Bilingualism 4:4  pp. 462 ff. Crossref logo

This list is based on CrossRef data as of 16 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.