Publications

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Varghese, Manka and Rukmini Becerra-Lubies. 2019. Expansive learning in teachers’ professional development: a case study of intercultural and bilingual preschools in Chile. International Journal of Bilingual Education and Bilingualism 22 (8) : 940–957.
Unsworth, Sharon, Susanne Brouwer, Josje Verhagen and Elise de Bree. 2019. Predicting bilingual preschoolers’ patterns of language development: Degree of non-native input matters. Applied Psycholinguistics 40 (5) : 1189–1219.
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.
Prego-Vázquez, Gabriela and María Ángeles Cobelas Cartagena. 2019. Participation frameworks and socio-discursive competence in young children: The role of multimodal strategies. Discourse Studies 21 (2) : 135–158.
Dale, Philip S., Dorthe Bleses, Peter Jensen and Anders Hojen. 2019. Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills. Applied Psycholinguistics 40 (4) : 853–875.
Borelli, Jessica L., J. Zoe Klemfuss and Kristen Hollas. 2019. Language Style Matching in Preschooler–Adult Dyads: Associations with Dyad Familiarity and Children’s Age. Journal of Language and Social Psychology 38 (5,6) : 787–797.
Kutsuki, Aya. 2019. The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure. International Journal of Bilingualism 23 (1) : 256–274.
Mirvahedi, Seyed Hadi. 2019. Sociological realism and language policy analysis: A way forward. Current Issues in Language Planning 20 (3) : 309–330.
Raichlin, Rina, Joel Walters and Carmit Altman. 2019. Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children. International Journal of Bilingualism 23 (2) : 629–650.
Parent, Sophie, Sophie Jacques, Jean R. Séguin, Natalie Castellanos-Ryan and Andrea A.N. MacLeod. 2019. Modelling vocabulary development among multilingual children prior to and following the transition to school entry. International Journal of Bilingual Education and Bilingualism 22 (4) : 473–492.
Slembrouck, Stef, Piet Van Avermaet, Orhan Agirdag, Koen van Gorp and Sven Sierens. 2019. Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach. Applied Psycholinguistics 40 (5) : 1269–1297.
Smogorzewska, Joanna. 2019. “Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children. Psychology of Language and Communication 23 (1) : 27–47.
Hannken-Illjes, Kati and Ines Bose. 2018. Establishing validity among pre-school children. Journal of Argumentation in Context 7 (1) : 1–17.
Hell, Janet van, Antje Stoehr, Titia Benders and Paula Fikkert. 2018. Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers. Bilingualism 21 (3) : 598–617.
Flynn, Erin Elizabeth. 2018. Ideas in dialogue: Leveraging the power of child-led storytelling in the multicultural preschool classroom. Language in Society 47 (4) : 601–633.
Kim, Ah-Young Alicia, Anne Park and Barbara Lust. 2018. Simultaneous vs. successive bilingualism among preschool-aged children: a study of four-year-old Korean–English bilinguals in the USA. International Journal of Bilingual Education and Bilingualism 21 (2) : 164–178.
Coelho, Daniela, Ana Isabel Andrade and Gabriela Portugal. 2018. The ‘Awakening to Languages’ approach at preschool: developing children’s communicative competence. Language Awareness 27 (3) : 197–221.
Putjata, Galina. 2018. Multilingualism for life – language awareness as key element in educational training: insights from an intervention study in Germany. Language Awareness 27 (3) : 259–276.
Wedin, Åsa and Jenny Rosén. 2018. Same but different. Negotiating diversity in Swedish pre-school teacher training. Journal of multicultural discourses 13 (1) : 52–68.
Sakr, Naomi. 2018. ‘Smarter, Stronger, Kinder’. Interests at Stake in the Remaking of Iftah ya Simsim for Gulf Children. Middle East Journal of Culture and Communication 11 (1) : 9–28.
Shaul, Shelly and Mila Schwarz. 2018. Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities. Written Language & Literacy 21 (2) : 239–270.
Lindgren, Josefin and Jorrig Vogels. 2018. Referential cohesion in Swedish preschool children's narratives. Journal of Pragmatics 133 : 45–62.
Treiman, Rebecca and Kelly Boland. 2017. Young children's knowledge about the links between writing and language. Applied Psycholinguistics 38 (4) : 943–952.
Charest, Monique. 2017. Cumulative semantic interference in young children's picture naming. Applied Psycholinguistics 38 (4) : 835–853.
Mahr, Tristan, Alissa Schneeberg, Jan Edwards and Franzo Law. 2017. Vocabulary size and auditory word recognition in preschool children. Applied Psycholinguistics 38 (1) : 89–125.