Publications

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Edmonds-Wathen, Cris, Kay Owens and Vagi Bino. 2019. Identifying vernacular language to use in mathematics teaching. Language & Education 33 (1) : 1–17.
Bubikova-Moan, Jarmila. 2019. Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives. International Journal of Bilingual Education and Bilingualism 22 (6) : 768–786.
Goto Butler, Yuko. 2019. Teaching vocabulary to young second- or foreign-language learners. What can we learn from the research? Language Teaching for Young Learners 1 (1) : 4–33.
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.
Kormos, Judit, Karmen Pižorn and Milena Košak Babuder. 2019. The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners. Applied Linguistics 37 (5) : 834–858.
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3).
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3) : 59–75.
Lo, Yuen Yi and Angel M.Y. Lin. 2019. Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 78–90.
McManus, Kevin. 2019. Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness 28 (2) : 114–138.
Macaro, Ernesto and Jack Pun. 2019. The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22 (1) : 64–77.
Pavón Vázquez, Víctor and María del Carmen Ramos Ordóñez. 2019. Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism 22 (1) : 35–48.
Kan, Pui Fong, Shirley Cheung, Ellie Winicour and Jerry Yang. 2019. Effects of home language input on the vocabulary knowledge of sequential bilingual children. Bilingualism 22 (5) : 986–1004.
Gompel, Roger P.G. van and Manabu Arai. 2018. Structural priming in bilinguals. Bilingualism 21 (3) : 448–455.
Prieto, Pilar and Núria Esteve-Gibert, eds. 2018. The Development of Prosody in First Language Acquisition. (Trends in Language Acquisition Research 23). John Benjamins.
Rispoli, Matthew and Tania Ionin, eds. 2018. Three Streams of Generative Language Acquisition Research. Selected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign. (Language Acquisition and Language Disorders 63). John Benjamins.
Nakayama, Mariko, Stephen J. Lupker and Yoshihiro Itaguchi. 2018. An examination of L2-L1 noncognate translation priming in the lexical decision task: insights from distributional and frequency-based analyses. Bilingualism 21 (2) : 265–277.
Pickering, Martin J., Martin Corley and Aine Ito. 2018. A cognitive load delays predictive eye movements similarly during L1 and L2 comprehension. Bilingualism 21 (2) : 251–264.
Hickmann, Maya, Edy Veneziano and Harriet Jisa, eds. 2018. Sources of Variation in First Language Acquisition. Languages, contexts, and learners. (Trends in Language Acquisition Research 22). John Benjamins.
Kahng, Jimin. 2018. The effect of pause location on perceived fluency. Applied Psycholinguistics 39 (3) : 569–591.
Mayberry, Rachel I. and Robert Kluender. 2018. Rethinking the critical period for language: New insights into an old question from American Sign Language. Bilingualism 21 (5) : 886–905.
Larraza, Saioa and Catherine T. Best. 2018. Differences in phonetic-to-lexical perceptual mapping of L1 and L2 regional accents. Bilingualism 21 (4) : 805–825.
Kohlstedt, Tatiana and Nivedita Mani. 2018. The influence of increasing discourse context on L1 and L2 spoken language processing. Bilingualism 21 (1) : 121–136.
Nur El Din, Giohgah and Arie Sover. 2018. The relation between teaching the Arabic language using humour and reading comprehension at primary school in the Arab sector in Israel. The European Journal of Humour Research 6 (3) : 94–108.
Strozyk, Jessica Vanessa, Barbara Kaup, Daniela Katharina Ahlberg, Heike Bisschof and Doreen Bryant. 2018. Grounded cognition: Comparing Language × Space interactions in first language and second language. Applied Psycholinguistics 39 (2) : 437–459.
Supasiraprapa, Sarut. 2018. Prototype effects in first and second language learners: The case of English transitive semantics. Bilingualism 21 (3) : 618–639.