Publications

Found 692 recordsSort by Active filters:
Del Ré, Alessandra, Christelle Dodane, Aliyah Morgenstern and Alessandra Jacqueline Vieira. 2020. Children’s development of humour in everyday interactions: Two case studies in French and Brazilian Portuguese. The European Journal of Humour Research 8 (4) : 112–131.
Aldridge-Waddon, Michelle. 2019. Police delivery of the opt-out procedure for children’s court evidence: evidence of inadequate language awareness. Language Awareness 28 (3) : 166–185.
Álvarez de la Fuente, Esther, Raquel Fernández Fuertes and Óscar Arratia García. 2019. Bilingual children as interpreters in everyday life: how natural interpreting reinforces minority languages. Journal of Multilingual and Multicultural Development 40 (4) : 338–355.
Azkarai, Agurtzane and Rhonda Oliver. 2019. Patterns of interaction and young ESL learners. What is the impact of proficiency and task type? Language Teaching for Young Learners 1 (1) : 82–102.
Barco, Alex, Jochen Peter, Chiara de Jong and Rinaldo Kühne. 2019. Children’s acceptance of social robots. A narrative review of the research 2000–2017. Interaction Studies 20 (3) : 395–426.
Brunner, Marie-Louise. 2019. ‘You’ll need help from your adult assistant’: Readership accommodation in children’s recipes. Text & Talk 39 (4) : 441–464.
Bijeljac-Babic, Ranka, Josiane Bertoncini and Laurianne Cabrera. 2019. The development of consonant and lexical-tone discrimination between 3 and 6 years: Effect of language exposure. International Journal of Bilingualism 23 (6) : 1249–1263.
Chiang, Emily and Tim Grant. 2019. Deceptive Identity Performance: Offender Moves and Multiple Identities in Online Child Abuse Conversations. Applied Linguistics 40 (4) : 675–698.
Debski, Robert. 2019. Language transmission opportunities created through video recording in the family: a microanalysis. International Journal of Bilingual Education and Bilingualism 22 (6) : 741–753.
del Puy Ciriza, María. 2019. Towards a parental muda for new Basque speakers: Assessing emotional factors and language ideologies. Journal of Sociolinguistics 23 (4) : 367–385.
Deacon, S. Hélène, Derrick C. Bourassa, Meghan Bargen and Melissa Delmonte. 2019. Staying rooted: Spelling performance in children with dyslexia. Applied Psycholinguistics 40 (2) : 427–444.
Delage, Hélène and Ulrich Hans Frauenfelder. 2019. Syntax and working memory in typically-developing children. Focus on syntactic complexity. Language, Interaction and Acquisition 10 (2) : 141–176.
From, Ditte-Marie. 2019. Between urgent and lifelong matters: overweight children’s voices on health promotion pedagogies. Discourse 40 (6) : 816–831.
Fu, Mengxia and Shaofeng Li. 2019. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies 2 (2) : 233–257.
Robertson, Erin K. and Jennifer E. Galant. 2019. Eye tracking reveals subtle spoken sentence comprehension problems in children with dyslexia. Lingua 228.
Yu, Hongyu, Nisha Yao, Jijia Zhang and Bing Gao. 2019. Time-course of attentional bias for culture-related cues in Mongolian-Chinese bilingual children. International Journal of Bilingualism 23 (6) : 1483–1501.
Moreno-Ríos, Sergio and Cristina Gordo. 2019. Children’s Illusory Transparency of Intention: Construal versus Pragmatic View. Discourse Processes 56 (4) : 331–343.
McCune, Lorraine and Ellen Herr-Israel. 2019. Infant single words for dynamic events predict early verb meanings. Cognitive Linguistics 30 (4) : 629–654.
Dale, Philip S., Peter Jensen, Anders Hojen and Dorthe Bleses. 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.
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) : 567–583.
Nicoladis, Elena, Poliana G. Barbosa and Zixia Jiang. 2019. The role of working and short-term memory in predicting receptive vocabulary in monolingual and sequential bilingual children. International Journal of Bilingual Education and Bilingualism 22 (7) : 801–817.
O'Reilly, Michelle, Jessica N. Lester and Nikki Kiyimba. 2019. Building a case for accessing service provision in child and adolescent mental health assessments. Discourse Studies 21 (4) : 421–437.
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).
Mueller Gathercole, Virginia C., Hans Stadthagen-González, Rocío S. Pérez-Tattam and Nadine I. Laporte. 2019. WHODUNNIT? Language interaction in identification of sentential subjects in Wales and Patagonia. International Journal of Bilingual Education and Bilingualism 22 (7) : 897–918.
Forbes, Joan, Elspeth McCartney, Cristina McKean, Karen Laing, Maria Cockerill and James Law. 2019. Co/productive practitioner relations for children with SLCN: an affect inflected agentic frame. Discourse 40 (6) : 859–872.