Skip to main content
Social Sci LibreTexts

14.10: References

  1. Last updated
  2. Save as PDF
  • Page ID
    140766

    • Todd LaMarr
    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    References for Multilingualism

    • Adamson, L. B., Caughy, M. O. B., Bakeman, R., Rojas, R., Owen, M. T., Tamis-LeMonda, C. S., Pacheco, D., Pace, A. & Suma, K. (2021). The quality of mother-toddler communication predicts language and early literacy in Mexican American children from low-income households. Early Childhood Research Quarterly, 56, 167-179.
    • Ahooja, A., Brouillard, M., Quirk, E., Ballinger, S., Polka, L., Byers-Heinlein, K., & Kircher, R. (2021, preprint). Family language policy among Québec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management. https://doi.org/10.31234/osf.io/sa7h5
    • Albareda‐Castellot, B., Pons, F., & Sebastián‐Gallés, N. (2011). The acquisition of phonetic categories in bilingual infants: New data from an anticipatory eye movement paradigm. Developmental Science, 14(2), 395-401.
    • Anderson, J. A. E., Mak, L., Keyvani Chahi, A., Bialystok, E. (2018). The language and social background questionnaire: Assessing degree of bilingualism in a diverse population. Behavior Research Methods, 50(1), 250–263.
    • Arredondo, M. M., Aslin, R. N., & Werker, J. F. (2021). Bilingualism alters infants’ cortical organization for attentional orienting mechanisms. Developmental Science.
    • Baker, C. (2006). Foundations of bilingual education and bilingualism (4th Ed.). Clevedon: Multilingual Matters.
    • Baker, N. D., & Nelson, K. E. (1984). Recasting and related conversational techniques for triggering syntactic advances by young children. First Language, 5(13), 3-21.
    • Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
    • Baum, S., Titone, D. (2014). Moving toward a neuroplasticity view of bilingualism, executive control, and aging. Applied Psycholinguistics, 35(5), 857–894.
    • Bergelson, E., & Swingley, D. (2012). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109(9), 3253-3258.
    • Berken, J. A., Gracco, V. L., Chen, J. K., & Klein, D. (2016). The timing of language learning shapes brain structure associated with articulation. Brain Structure and Function, 221(7), 3591-3600.
    • Berken, J. A., Gracco, V. L., & Klein, D. (2017). Early bilingualism, language attainment, and brain development. Neuropsychologia, 98, 220-227.
    • Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
    • Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110(3), 461-468.
    • Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233.
    • Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240-250.
    • Bosch, L., & Sebastián-Gallés, N. (2001). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2(1), 29-49.
    • Bosworth, R. G., Binder, E. M., Tyler, S. C., & Morford, J. P. (2021). Automaticity of lexical access in deaf and hearing bilinguals: Cross-linguistic evidence from the color Stroop task across five languages. Cognition, 212, 104659.
    • Broesch, T. L., & Bryant, G. A. (2015). Prosody in infant-directed speech is similar across western and traditional cultures. Journal of Cognition and Development, 16(1), 31-43.
    • Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343-348.
    • Byers-Heinlein, K., Morin-Lessard, E., & Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. Proceedings of the National Academy of Sciences, 114(34), 9032-9037.
    • Byers-Heinlein, K., Tsui, A. S. M., Bergmann, C., Black, A. K., Brown, A., Carbajal, M. J., Durrant, S., Fennell, C. T., Fiévet, A., Frank, M. C., Gampe, A., Gervain, J., Gonzalez-Gomez, N., Hamlin, J. K., Havron, N., Hernik, M., Kerr, S., Killam, H., Klassen, K., Kosie, J. E., Kovács, A. M., Lew-Williams, C., Liu, L. Mani, N., Marino, C., Mastroberardino, M. Mateu, V., Noble, C., Orena, A. J., Polka, L., Potter, C. E., Schreiner, M. S., Singh, L., Soderstrom, M., Sundara, M. Waddell, C., Werker, J. F., Wermelinger, S. & Wermelinger, S. (2021). A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech. Advances in Methods and Practices in Psychological Science, 4(1), 2515245920974622.
    • Cha, K., & Goldenberg, C. (2015). The complex relationship between bilingual home language input and kindergarten children’s Spanish and English oral proficiencies. Journal of Educational Psychology, 107(4), 935.
    • Chernoff, J. J., Keuter, S., Uchikoshi, Y., Quick, H., & Manship, K. (2021). Challenges in assessing California’s diverse dual language learners. First 5 California. Available at: https://californiadllstudy.org/sites/default/files/2021-02/Challenges%20in%20Assessing%20California%E2%80%99s%20Diverse%20DLLs.pdf
    • Chong, A. J., Vicenik, C., & Sundara, M. (2018). Intonation plays a role in language discrimination by infants. Infancy, 23(6), 795-819.
    • Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-255.
    • Conboy, B. (2013). Neuroscience research: How experience with one or multiple languages affects the developing brain. In California’s best practices for young dual language learners: Research overview papers, Child Development Division, California Department of Education (CDE). Available online at http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf
    • Conboy, B. T., & Kuhl, P. K. (2011). Impact of second‐language experience in infancy: Brain measures of first‐and second‐language speech perception. Developmental Science, 14(2), 242-248.
    • Cooper, R. P., Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61(5), 1584–1595.
    • Cooper, R. P., Aslin, R. N. (1994). Developmental differences in infant attention to the spectral properties of infant-directed speech. Child Development, 65(6), 1663–1677.
    • Core, C., Hoff, E., Rumiche, R., & Señor, M. (2013). Total and conceptual vocabulary in Spanish–English bilinguals from 22 to 30 months: Implications for assessment. Journal of Speech, Language, and Hearing Research, 56, 1637–1649.
    • Crescentini, C., Marini, A., and Fabbro, F. (2012). Competence and language disorders in multilingualism. ELLE Language Education, 1, 81–98.
    • Crivello, C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P., & Poulin-Dubois, D. (2016). The effects of bilingual growth on toddlers’ executive function. Journal of Experimental Child Psychology, 141, 121-132.
    • DeAnda, S., Hendrickson, K., Zesiger, P., Poulin-Dubois, D., & Friend, M. (2018). Lexical access in the second year: a study of monolingual and bilingual vocabulary development. Bilingualism: Language and Cognition, 21(2), 314-327.
    • de Bruin, A . (2019). Not all bilinguals are the same: A call for more detailed assessments and descriptions of bilingual experiences. Behavioral Sciences, 9(3), 33.
    • Dolean, D. D. (2021). Home literacy practices that support language and literacy development in bilingual children: A longitudinal case study. International Journal of Bilingual Education and Bilingualism, 1-15.
    • Escobar, K., Melzi, G., & Tamis‐LeMonda, C. S. (2017). Mother and child narrative elaborations during booksharing in low‐income Mexican‐American dyads. Infant and Child Development, 26(6), e2029.
    • Espinosa, L. M., LaForett, D. R., Burchinal, M., Winsler, A., Tien, H. C., Peisner-Feinberg, E. S., & Castro, D. C. (2017). Child care experiences among dual language learners in the United States: Analyses of the Early Childhood Longitudinal Study–Birth Cohort. AERA Open, 3(2), 2332858417699380.
    • Farran, L. K., Lee, C. C., Yoo, H., & Oller, D. K. (2016). Cross-cultural register differences in infant-directed speech: An initial study. PloS One, 11(3), e0151518.
    • Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., Tomasello, M., Mervis, C. B. & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, i-185.
    • Ferjan Ramírez, N., Ramírez, R. R., Clarke, M., Taulu, S., & Kuhl, P. K. (2016). Speech discrimination in 11-month-old bilingual and monolingual infants: A magnetoencephalography study. Developmental Science, 14(2), 94-103.
    • Fernald, A. (1985). Four-month-old infants prefer to listen to motherese. Infant Behavior and Development, 8(2), 181–195.
    • Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42(1), 98.
    • Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., Fukui, I. (1989). A cross-language study of prosodic modifications in mothers’ and fathers’ speech to preverbal infants. Journal of Child Language, 16(3), 477–501.
    • Francis, W. S. (Ed.). (2021). Bilingualism across the lifespan: Opportunities and challenges for cognitive research in a global society. New York: Routledge.
    • García, E. E., & Frede, E. C. (Eds.). (2019). Young English language learners: Current research and emerging directions for practice and policy. New York: Teacher’s College Press.
    • Garcia, L. N., Guerrero-Mosquera, C., Colomer, M., & Sebastian-Galles, N. (2018). Evoked and oscillatory EEG activity differentiates language discrimination in young monolingual and bilingual infants. Scientific Reports, 8(1), 1-9.
    • Garcia-Sierra, A., Ramírez-Esparza, N., & Kuhl, P. K. (2016). Relationships between quantity of language input and brain responses in bilingual and monolingual infants. International Journal of Psychophysiology, 110, 1-17.
    • Garcia-Sierra, A., Rivera-Gaxiola, M., Percaccio, C. R., Conboy, B. T., Romo, H., Klarman, L., Ortiz, S. & Kuhl, P. K. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39(4), 546-557.
    • García-Sierra, A., Ramírez-Esparza, N., Wig, N., & Robertson, D. (2021). Language learning as a function of infant directed speech (IDS) in Spanish: Testing neural commitment using the positive-MMR. Brain and Language, 212, 104890.
    • Giguere, D., Dickson, D. J., Tulloch, M. K., & Hoff, E. (2022). Majority language skill, not measures of bilingualism, predicts executive attention in bilingual children. Journal of Experimental Child Psychology, 213, 105256.
    • Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4),
    • 268–281.
    • Gonzalez‐Barrero, A. M., & Nadig, A. S. (2019). Can bilingualism mitigate set‐shifting difficulties in children with autism spectrum disorders? Child Development, 90(4), 1043-1060.
    • Gonzalez-Barrero, A. M., Salama-Siroishka, N., Dubé, D., Brouillard, M., & Byers-Heinlein, K. (2021). Effects of language dominance on home reading practices of bilingual families. International Journal of Bilingualism, 25(1), 77-99.
    • Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 3–15.
    • Grüter, T., Hurtado, N., Marchman, V. A., & Fernald, A. (2014). Language exposure and online processing efficiency in bilingual development: Relative versus absolute measures. In T. Grüter & J. Paradis (Eds.), Input and experience in bilingual development (pp. 15-36). John Benjamins Publishing Company.
    • Gunnerud, H. L., Ten Braak, D., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059.
    • Hammer, C. S., & Sawyer, B. (2016). Effects of a culturally responsive interactive book-reading intervention on the language abilities of preschool dual language learners: A pilot study. NHSA Dialog, 19(2).
    • Hayakawa, S., & Marian, V. (2019). Consequences of multilingualism for neural architecture. Behavioral and Brain Functions, 15(1), 1-24.
    • Hayashi, A., Tamekawa, Y., Kiritani, S. (2001). Developmental change in auditory preferences for speech stimuli in Japanese infants. Journal of Speech, Language, and Hearing Research, 44(6), 1189–1200.
    • Hernandez, D. J., & Napeirala, J. S. (2012). Children in immigrant families: Essential to America’s future. FCD Child and Youth Well-Being Index (CWI) Policy Brief. New York, NY: Foundation for Child Development.
    • Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071-1083.
    • Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
    • Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1-27.
    • Holtby, S., Lordi, N., Park, R., & Ponce, N. (2017). Families with young children in California: Findings from the California Health Interview Survey, 2011-2014, by geography and home language. Policy brief (UCLA Center for Health Policy Research), (PB2017-3), 1-8.
    • Hurtado, N., Grüter, T., Marchman, V. A., & Fernald, A. (2014). Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers. Bilingualism: Language and Cognition, 17(1), 189-202.
    • Hurtado, N., Marchman, V. A., & Fernald, A. (2007). Spoken word recognition by Latino children learning Spanish as their first language. Journal of Child Language, 34(2), 227-249.
    • Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343-365.
    • Jasinska, K. K., & Petitto, L. A. (2013). How age of bilingual exposure can change the neural systems for language in the developing brain: A functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Developmental Cognitive Neuroscience, 6, 87-101.
    • Jonak, J. (2015). Bilingual language development and language impairment in children. Acta Neuropsychologica, 13(1).
    • Junker, D. A., & Stockman, I. J. (2002). Expressive vocabulary of German-English bilingual toddlers. American Journal of Speech-Language Pathology, 11, 381–394.
    • Kalashnikova, M., & Carreiras, M. (2021). Input quality and speech perception development in bilingual infants’ first year of life. Child Development.
    • Kaushanskaya, M., Prior, A. (2015). Variability in the effects of bilingualism on cognition: It is not just about cognition, it is also about bilingualism. Bilingualism: Language and Cognition, 18(1), 27–28.
    • ​​Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47(1), 52-64.
    • Kids Count Data Center. (2019). Children who speak a language other than English at home. Annie Casey Foundation. Available at: https://datacenter.kidscount.org/data/bar/81-children-who-speak-a-language-other-than-english-at-home?loc=1&loct=2#1/any/false/1729/any/397
    • Kim, Y. K., Curby, T. W., & Winsler, A. (2014). Child, family, and school characteristics related to English proficiency development among low-income, dual language learners. Developmental Psychology, 50(12), 2600.
    • Kitamura, C., & Lam, C. (2009). Age‐specific preferences for infant‐directed affective intent. Infancy, 14(1), 77-100.
    • Klein, D., Mok, K., Chen, J. K., & Watkins, K. E. (2014). Age of language learning shapes brain structure: A cortical thickness study of bilingual and monolingual individuals. Brain and language, 131, 20-24.
    • Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43(6), 456-473.
    • Kohnert, K., Ebert, K. D., & Pham, G. T. (2020). Language disorders in bilingual children and adults (3rd ed.). Plural Publishing.
    • Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106(16), 6556-6560.
    • Kremin, L. V., & Byers-Heinlein, K. (2021). Why not both? Rethinking categorical and continuous approaches to bilingualism. International Journal of Bilingualism, 25(6), 1560-1575.
    • Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514.
    • Kroll, J. F., Bobb, S. C., & Hoshino, N. (2014). Two languages in mind: Bilingualism as a tool to investigate language, cognition, and the brain. Current Directions in Psychological Science, 23(3), 159-163.
    • Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Kroff, J. R. V. (2011). Juggling two languages in one mind: What bilinguals tell us about language processing and its consequences for cognition. Psychology of Learning and Motivation, 56, 229–263.
    • Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the" critical period". Language learning and development, 1(3-4), 237-264.
    • Kuhl, P. K., Stevens, E., Hayashi, A., Deguchi, T., Kiritani, S., & Iverson, P. (2006). Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science, 9(2), F13-F21.
    • Kuhl, P. K., Stevenson, J., Corrigan, N. M., van den Bosch, J. J., Can, D. D., & Richards, T. (2016). Neuroimaging of the bilingual brain: Structural brain correlates of listening and speaking in a second language. Brain and Language, 162, 1-9.
    • Lambert, W. E., Havelka, J., Gardner, R. C. (1959). Linguistic manifestations of bilingualism. The American Journal of Psychology, 72(1), 77–82.
    • Lao, C. (2004). Parents' attitudes toward Chinese–English bilingual education and Chinese-language use. Bilingual Research Journal, 28(1), 99-121.
    • Lehtonen, M., Soveri, A., Laine, A., Järvenpää, J., De Bruin, A., & Antfolk, J. (2018). Is bilingualism associated with enhanced executive functioning in adults? A meta-analytic review. Psychological Bulletin, 144(4), 394.
    • Li, P., Sepanski, S., Zhao, X. (2006). Language history questionnaire: A web-based interface for bilingual research. Behavior Research Methods, 38(2), 202–210.
    • Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386.
    • Lowe, C. J., Cho, I., Goldsmith, S. F., & Morton, J. B. (2021). The bilingual advantage in children’s executive functioning is not related to language status: A meta-analytic review. Psychological Science, 32(7), 1115-1146.
    • Luo, R., Song, L., Villacis, C., & Santiago-Bonilla, G. (2021). Parental beliefs and knowledge, children’s home language experiences, and school readiness: The dual language perspective. Frontiers in Psychology, 12.
    • Luo, R., Tamis‐LeMonda, C. S., Kuchirko, Y., F. Ng, F., & Liang, E. (2014). Mother–child book‐sharing and children's storytelling skills in ethnically diverse, low‐income families. Infant and Child Development, 23(4), 402-425.
    • Magnuson, K. A., & Waldfogel, J. (2005). Early childhood care and education: Effects on ethnic and racial gaps in school readiness. The Future of Children, 169-196.
    • Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), F9-F16.
    • Marchman, V. A., Fernald, A., & Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish–English bilinguals. Journal of Child Language, 37(4), 817-840.
    • Marian, V., Blumenfeld, H. K., Kaushanskaya, M. (2007). The Language Experience and Proficiency Questionnaire (LEAP-Q): Assessing language profiles in bilinguals and multilinguals. Journal of Speech Language and Hearing Research, 50(4), 940–967.
    • Marian, V., Hayakawa, S. (2020). Measuring bilingualism: The quest for a “bilingualism quotient.” Applied Psycholinguistics, 42(2), 527–548.
    • Marian, V., & Shook, A. (2012). The cognitive benefits of being bilingual. In Cerebrum: the Dana forum on brain science (Vol. 2012). Dana Foundation.
    • Masek, L. R., Paterson, S. J., Golinkoff, R. M., Bakeman, R., Adamson, L. B., Owen, M. T., Pace, A. & Hirsh‐Pasek, K. (2021). Beyond talk: Contributions of quantity and quality of communication to language success across socioeconomic strata. Infancy, 26(1), 123-147.
    • Mechelli, A., Crinion, J. T., Noppeney, U., O'Doherty, J., Ashburner, J., Frackowiak, R. S., & Price, C. J. (2004). Neurolinguistics: Structural plasticity in the bilingual brain. Nature, 431, 757.
    • Mercure, E., Evans, S., Pirazzoli, L., Goldberg, L., Bowden-Howl, H., Coulson-Thaker, K., Beedie, I., Lloyd-Fox, S., Johnson, M. H. & MacSweeney, M. (2020). Language experience impacts brain activation for spoken and signed language in infancy: Insights from unimodal and bimodal bilinguals. Neurobiology of Language, 1(1), 9-32.
    • Mistry, R. S., Biesanz, J., Chien, N., Howes, C., & Benner, A. D. (2008). Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households. Early Childhood Research Quarterly, 23, 193-212.
    • Molnar, M., Gervain, J., & Carreiras, M. (2014). Within‐rhythm class native language discrimination abilities of Basque‐Spanish monolingual and bilingual infants at 3.5 months of age. Infancy, 19(3), 326-337.
    • Mosty, N. L., Lefever, S., & Ragnarsdóttir, H. (2013). Parents’ perspectives towards home language and bilingual development of preschool children. Netla–Online Journal on Pedagogy and Education, 1–18.
    • Nazzi, T., Bertoncini, J., & Mehler, J. (1998). Language discrimination by newborns: Toward an understanding of the role of rhythm. Journal of Experimental Psychology, 24(3), 756.
    • Nayeb, L., Lagerberg, D., Sarkadi, A., Salameh, E. K., & Eriksson, M. (2021). Identifying language disorder in bilingual children aged 2.5 years requires screening in both languages. Acta Paediatrica, 110(1), 265-272.
    • Nazzi, T., Jusczyk, P. W., & Johnson, E. K. (2000). Language discrimination by English-learning 5-month-olds: Effects of rhythm and familiarity. Journal of Memory and Language, 43(1), 1-19.
    • Newman, R. S., Hussain, I. (2006). Changes in preference for infant-directed speech in low and moderate noise by 4.5- to 13-month-olds. Infancy, 10(1), 61–76.
    • Nichols, E. S., Wild, C. J., Stojanoski, B., Battista, M. E., & Owen, A. M. (2020). Bilingualism affords no general cognitive advantages: A population study of executive function in 11,000 people. Psychological Science, 31(5), 548-567.
    • Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12-20.
    • Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125.
    • Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders. A handbook on bilingualism and second language learning. Baltimore, MD: Brookes.
    • Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232-258.
    • Paap, K. R., Johnson, H. A., & Sawi, O. (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex, 69, 265-278.
    • Pearson, B. Z., Fernández, S. C., Lewedeg, V., & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18(1), 41-58.
    • Peña, E. D., Gutiérrez-Clellen, V. F., Iglesias, A., Goldstein, B. A., & Bedore, L. M. (2018). Bilingual English Spanish Assessment (BESA). Baltimore, MD: Brookes.
    • Peña, E., Iglesias, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children's word learning ability. American Journal of Speech Language Pathology, 10, 138–154.
    • Petitto, L. A., Berens, M. S., Kovelman, I., Dubins, M. H., Jasinska, K., & Shalinsky, M. (2012). The “Perceptual Wedge Hypothesis” as the basis for bilingual babies’ phonetic processing advantage: New insights from fNIRS brain imaging. Brain and Language, 121(2), 130-143.
    • Pliatsikas, C. (2020). Understanding structural plasticity in the bilingual brain: The dynamic restructuring model. Bilingualism: Language and Cognition, 23(2), 459-471.
    • Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2‐year‐olds’ bilingual proficiency. Child Development, 82(6), 1834-1849.
    • Ramírez‐Esparza, N., García‐Sierra, A., & Kuhl, P. K. (2017). The impact of early socialinteractions on later language development in Spanish–English bilingual infants. Child Development, 88(4), 1216-1234.
    • Ramus, F., Hauser, M. D., Miller, C., Morris, D., & Mehler, J. (2000). Language discrimination by human newborns and by cotton-top tamarin monkeys. Science, 288(5464), 349-351.
    • Restrepo, M. A., & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with specific language impairment. Communication Disorders Quarterly, 21(2), 66-76.
    • Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
    • Rowe, M. L., & Weisleder, A. (2020). Language development in context. Annual Review of
    • Developmental Psychology, 2, 201-223.
    • Rosslund, A., Mayor, J., Óturai, G., & Kartushina, N. (2021, preprint). Parents’ hyper-pitch and vowel category compactness in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary. https://doi.org/10.31234/osf.io/wrku5
    • Santesso, D. L., Schmidt, L. A., Trainor, L. J. (2007). Frontal brain electrical activity (EEG) and heart rate in response to affective infant-directed (ID) speech in 9-month-old infants. Brain and Cognition, 65(1), 14–21.
    • Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five‐year longitudinal study. Child Development, 73(2), 445-460.
    • Shook, A., & Marian, V. (2012). Bimodal bilinguals co-activate both languages during spoken comprehension. Cognition, 124(3), 314-324.
    • Simons, G. F., and Fennig, C. D. (2018). Ethnologue: Languages of the world (21st ed). Dallas, TX: SIL International.
    • Song, L., Luo, R., & Liang, E. (2021). Dual language development of Chinese 3-and 4-Year-Olds: Associations with the family context and teachers’ language use. Early Education and Development, 1-24.
    • Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934.
    • Takahesu Tabori, A. A., Mech, E. N., Atagi, N. (2018). Exploiting language variation to better understand the cognitive consequences of bilingualism. Frontiers in Psychology, 9, 1686.
    • Tamis-LeMonda, C. S., Song, L., Luo, R., Kuchirko, Y., Kahana-Kalman, R., Yoshikawa, H., & Raufman, J. (2014). Children's vocabulary growth in English and Spanish across early development and associations with school readiness skills. Developmental Neuropsychology, 39(2), 69-87.
    • Tincoff, R., & Jusczyk, P. W. (1999). Some beginnings of word comprehension in 6-month-olds. Psychological Science, 10(2), 172-175.
    • Tincoff, R., & Jusczyk, P. W. (2012). Six‐month‐olds comprehend words that refer to parts of the body. Infancy, 17(4), 432-444.
    • Unsworth, S. (2016). Quantity and quality of language input in bilingual language development. In Bilingualism across the lifespan (pp. 103-122). De Gruyter Mouton.
    • U.S. Census, (2018). Special report: Supporting dual language learners in state-funded preschool. Available online at: http://nieer.org/wp-content/uploads/2018/04/YB2017_DLL-Special-Report.pdf
    • Villwock, A., Wilkinson, E., Piñar, P., & Morford, J. P. (2021). Language development in deaf bilinguals: Deaf middle school students co-activate written English and American Sign Language during lexical processing. Cognition, 211, 104642.
    • Ward, H., Oldham LaChance, E., Atkins, J. (2011). New Americans: Child care decision-making of refugee and immigrant parents of English language learners. Portland, ME: Muskie School of Public Service.
    • Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
    • Werker, J. F., & McLeod, P. J. (1989). Infant preference for both male and female infant-directed talk: A developmental study of attentional and affective responsiveness. Canadian Journal of Psychology, 43(2), 230.
    • Werker, J. F., & Tees, R. C. (2005). Speech perception as a window for understanding plasticity and commitment in language systems of the brain. Developmental Psychobiology, 46(3), 233-251.
    • Willard, J. A., Kohl, K., Bihler, L. M., Agache, A., & Leyendecker, B. (2021). Family literacy activities and their interplay with family and preschool language environments: Links to gains in dual language learners’ German vocabulary. Early Education and Development, 32(2), 189-208.
    • Winsler, A., Burchinal, M. R., Tien, H. C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForett, D., Kim, Y. K. & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750-764.
    • Yeh, Y. C., Ho, H. J., & Chen, M. C. (2015). Learning Vietnamese as a heritage language in Taiwan. Journal of Multilingual and Multicultural Development, 36(3), 255-265.
    • Zhang, D., & Slaughter-Defoe, D. T. (2009). Language attitudes and heritage language maintenance among Chinese immigrant families in the USA. Language, Culture and Curriculum, 22(2), 77-93.
    • Zhao, T. C., Boorom, O., Kuhl, P. K., & Gordon, R. (2021). Infants’ neural speech discrimination predicts individual differences in grammar ability at 6 years of age and their risk of developing speech-language disorders. Developmental Cognitive Neuroscience, 48, 100949.

    This page titled 14.10: References is shared under a mixed 4.0 license and was authored, remixed, and/or curated by Todd LaMarr.