Publications

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Backus, Ad and Kutlay Yagmur. 2019. Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers. International Journal of Bilingualism 23 (4) : 817–830.
Antonova Ünlü, Elena and Li Wei. 2018. The acquisition of the weaker language. Evidence from the acquisition of Russian cases by a Turkish-Russian child. Linguistic Approaches to Bilingualism 8 (1) : 637–663.
Granfeldt, Jonas. 2018. The development of gender in simultaneous and successive bilingual acquisition of French – Evidence for AOA and input effects. Bilingualism 21 (4) : 674–693.
Kormos, Judit and Bimali Indrarathne. 2018. The role of working memory in processing L2 input: Insights from eye-tracking. Bilingualism 21 (2) : 355–374.
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.
Mauranen, Anna. 2018. Linear Unit Grammar. In Östman, Jan-Ola and Jef Verschueren, eds. Handbook of Pragmatics. 21st Annual Installment. (Handbook of Pragmatics 21). John Benjamins. pp. 25–48.
Archibald, Lisa M.D. 2017. Considering the (separable) influences of phonological sensitivity and working memory on language learning outcomes. Applied Psycholinguistics 38 (6) : 1301–1304.
Carroll, Susanne. 2017. Exposure and input in bilingual development. Bilingualism 20 (1) : 3–16.
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) : 163–182.
Grüter, Theres. 2017. Vocabulary does not equal language, but neither does morphosyntax. Bilingualism 20 (1) : 17–18.
Hamann, Cornelia. 2017. Phonological working memory and language development: What are the measures and what do they measure? Applied Psycholinguistics 38 (6) : 1313–1321.
Houwer, Annick De. 2017. Bilingual language input environments, intake, maturity and practice. Bilingualism 20 (1) : 19–20.
Pisoni, David B. and Cynthia R. Hunter. 2017. Early language experience and underspecified phonological representations. Applied Psycholinguistics 38 (6) : 1325–1329.
Kager, René and Liquan Liu. 2017. Is mommy talking to daddy or to me? Exploring parental estimates of child language exposure using the Multilingual Infant Language Questionnaire. The International Journal of Multilingualism 14 (4) : 366–377.
Kroll, Judith F., Andrea Takahesu Tabori and Emily Mech. 2017. Beyond typical learning: Variation in language experience as a lens to the developing mind. Applied Psycholinguistics 38 (6) : 1336–1340.
Houwer, Annick De and Marc H. Bornstein. 2016. Bilingual mothers’ language choice in child-directed speech: continuity and change. Journal of Multilingual and Multicultural Development 37 (7) : 680–693.
Cohen, Cathy. 2016. Relating input factors and dual language proficiency in French–English bilingual children. International Journal of Bilingual Education and Bilingualism 19 (3) : 296–313.
Lev-Ari, Shiri. 2016. Selective Grammatical Convergence: Learning From Desirable Speakers. Discourse Processes 53 (8) : 657–674.
Shintani, Natsuko, ed. 2016. Input-based Tasks in Foreign Language Instruction for Young Learners. (Task-Based Language Teaching 9). John Benjamins.
Zhang, Haomin Stanley. 2016. Early language input and later reading development in Chinese as heritage language (CHL) learners. International Journal of Applied Linguistics 26 (3) : 437–448.
Barcroft, Joe. 2015. Lexical Input Processing and Vocabulary Learning. (Language Learning & Language Teaching 43). John Benjamins.
Paradis, Johanne and Ruiting Jia. 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 18 (4) : 737–752.
Cekaite, Asta and Mina Kheirkhah. 2015. Language Maintenance in a Multilingual Family: Informal Heritage Language Lessons in Parent–Child Interactions. Multilingua 34 (3) : 319–346.
Perez, Danae. 2015. Traces of Portuguese in Afro-Yungueño Spanish? Journal of Pidgin and Creole Languages 30 (2) : 307–343.
Muñoz, Carmen, Sara Feijoo and Elisabet Serrat. 2015. Morphosyntactic cues to noun categorization in English child-directed speech. Language & Communication 45 : 1–11.