Publications

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Leikin, Mark and Abeer Asli-Badarneh. 2019. Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages. International Journal of Bilingualism 23 (5) : 1087–1105.
Oller, D.Kimbrough, Linda Jarmulowicz and Todd A. Gibson. 2019. Bilingual and monolingual children’s articulation rates during nonword repetition tasks. International Journal of Bilingualism 23 (5) : 1159–1179.
Gámez, Perla B. and Dahlia González. 2019. A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers. International Journal of Bilingualism 23 (1) : 329–348.
Wood, Carla and Rachel Hoge. 2019. Average change in sentence repetition by Spanish-English speaking children: kindergarten to first grade. International Journal of Bilingual Education and Bilingualism 22 (6) : 725–750.
Mirvahedi, Seyed Hadi. 2019. Sociological realism and language policy analysis: A way forward. Current Issues in Language Planning 20 (3) : 309–330.
Morcom, Lindsay A. and Stephanie Roy. 2019. Is early immersion effective for Aboriginal language acquisition? A case study from an Anishinaabemowin kindergarten. International Journal of Bilingual Education and Bilingualism 22 (5) : 551–563.
Gao, Xuesong (Andy) and Qing Shao. 2019. Protecting language or promoting dis-citizenship? A poststructural policy analysis of the Shanghainese Heritage Project. International Journal of Bilingual Education and Bilingualism 22 (3) : 352–364.
Taha, Haitham, Mila Schwartz, Zohar Eviatar and Vikki Cohen. 2018. Word learning by young sequential bilinguals: Fast mapping in Arabic and Hebrew. Applied Psycholinguistics 39 (3) : 649–674.
Velasco, Patricia and Valérie Fialais. 2018. Moments of metalinguistic awareness in a Kindergarten class: translanguaging for simultaneous biliterate development. International Journal of Bilingual Education and Bilingualism 21 (6) : 760–774.
Maluf, Maria Regina, Renan De Almeida Sargiani and Linnea Carlson Ehri. 2018. Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers. Applied Psycholinguistics 39 (6) : 1405–1437.
McDonald, Janet L., Christy M. Seidel, Rebecca Hammarlund and Janna B. Oetting. 2018. Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English. Applied Psycholinguistics 39 (1) : 145–167.
Almér, Elin. 2017. Children’s beliefs about bilingualism and language use as expressed in child-adult conversations. Multilingua 36 (4) : 401–424.
Evaldsson, Ann-Carita and Asta Cekaite. 2017. Dilemmatic aspects of language policies in a trilingual preschool group. Multilingua 36 (4) : 425–450.
Martín-Bylund, Anna. 2017. Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity. Multilingua 36 (4) : 477–500.
Young, Andrea and Latisha Mary. 2017. Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication 17 (4) : 455–473.
Seeger, Patrick, Hans-Georg Müller, Verena Mezger, Philipp Krämer, Heike Wiese and Katharina Mayr. 2017. Changing teachers' attitudes towards linguistic diversity: effects of an anti‐bias programme. International Journal of Applied Linguistics 27 (1) : 198–220.
Wilson, Steven R. and Elizabeth A. Munz. 2017. Caregiver Confirmation and Children’s Attachment Security During the Transition to Kindergarten. Communication Research 44 (5) : 668–690.
Boyd, Sally, Leena Huss and Cajsa Ottesjö. 2017. Children’s agency in creating and maintaining language policy in practice in two “language profile” preschools in Sweden. Multilingua 36 (4) : 501–532.
Bergroth, Mari and Åsa Palviainen. 2017. Bilingual children as policy agents: Language policy and education policy in minority language medium Early Childhood Education and Care. Multilingua 36 (4) : 375–400.
Loizou, Eleni and Maria Kyriakou. 2016. Young children’s appreciation and production of verbal and visual humor. Humor 29 (1) : 99–124.
Geva, Esther, Jannicke Karlsen and Solveig-Alma Lyster. 2016. Cognitive, linguistic, and contextual factors in Norwegian second language learner's narrative production. Applied Psycholinguistics 37 (5) : 1117–1145.
McPake, Joanna, Wilson McLeod, Christine Stephen and Irene Pollock. 2016. Early years immersion. Learning from children’s playroom experiences. Journal of Immersion and Content-Based Language Education 4 (1) : 59–85.
Tsakona, Villy. 2016. Teaching politeness strategies in the kindergarten: A critical literacy teaching proposal. Journal of Politeness Research 12 (1) : 27–54.
Smeets, D.J.H. and A.G. Bus. 2015. The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics 36 (4) : 899–920.
Glopper, Kees de, Myrte N. Gosen and Jan Berenst. 2015. Shared reading at kindergarten. Understanding book content through participation. Pragmatics and Society 6 (3) : 367–397.