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Wetenschappelijke bronnen

Een lijst met de wetenschappelijke bronnen van de drie clips vind je hieronder:

Clip 1:

  • Tucker, G.R. (1998). 'A global perspective on multilingualism and multilingual education.' In J. Cenoz and F. Genesee (eds.). Beyond Bilingualism: Multilingualism and Multilingual Education. Clevedon: Multilingual Matters, 3-15.
  • Werker, J. & Byers-Heinlein, K. (2008). Bilingualism in infancy: first steps in perception and comprehension. Trends in Cognitive Sciences, 12(4), 144-151. https://doi.org/10.1016/j.tics.2008.01.008

Clip 2:

  • Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13, 525–531.
    https://doi.org/10.1017/S1366728909990423
  • Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71-87.
    https://doi.org/10.1177/13670069030070010501
  • Cummins, Jim (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14 (2), 175–187.
    https://doi.org/10.2307/3586312
  • Fan, S.P., Liberman, Z., Keysar, B., & Kinzler, K.D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26, 1090-1097.
    https://doi.org/10.1177/0956797615574699
  • Oller, D. K., & Eilers, R. E. (Eds.) (2002). Language and literacy in bilingual children. Clevedon: Multilingual Matters.
  • Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21(1), 23-44.
    http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.534.4114&rep=rep1&type=pdf
  • Siegal, M., Surian, L., Matsuo, A., Geraci, A., Iozzi, L., Okumura, Y., & Itakura, S. (2010). Bilingualism accentuates children’s conversational understanding. PLoS ONE, 5, e9004.
    https://doi.org/10.1371/journal.pone.0009004
  • Yow, W.Q., & Markman, E.M. (2011a). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12, 12-31.
    https://doi.org/10.1080/15248372.2011.539524

Clip 3:

  • Bosma, E., Blom, E., Hoekstra, E., & Versloot, A. (2016). A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary. International Journal of Bilingual Education and Bilingualism. Advance Online Publication.
    https://doi.org/10.1080/13670050.2016.1254152
  • Brenders, P., J. G. van Hell, and T. Dijkstra. 2011. Word Recognition in Child Second Language Learners: Evidence from Cognates and False Friends. Journal of Experimental Child Psychology, 109 (4), 383–396. https://doi.org/10.1016/J.JECP.2011.03.012
  • Meisel, J. M. (1994). Code-switching in young bilingual children: The acquisition of grammatical constraints. Studies in Second Language Acquisition, 16(4), 413-439.
    https://doi.org/10.1017/S0272263100013449
  • Paradis, J., Nicoladis, E., & Genesee, F. (2000). Early emergence of structural constraints on code-mixing: evidence from French–English bilingual children. Bilingualism: Language and Cognition, 3(3), 245–261. 
    http://dx.doi.org/10.1017/S1366728900000365
  • Pérez, A. M., Peña, E. D., & Bedore, L. M. (2010). Cognates facilitate word recognition in young Spanish-English bilinguals’ test performance. Early Childhood Services, 4(1), 55– 67.
    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3615885/
  • Poarch, G. J., & Van Hell, J. G. (2012a). Cross-language activation in children’s speech production: Evidence from second language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 111(3), 419–438.
    https://doi.org/10.1016/j.jecp.2011.09.008
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