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Bilingualism in Development
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  • Cited by 482
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Kim, Jinhee Wee, Su-Jeong and Kim, Kyoung Jin 2018. Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators. Studying Teacher Education, Vol. 14, Issue. 1, p. 22.

    Dillon, Anna Marie Hojeij, Zeina Perkins, Alecia and Malkawi, Rima 2018. Examining the text quality of English/Arabic dual language children’s picture books. International Journal of Bilingual Education and Bilingualism, p. 1.

    Benson, Carol 2018. Celebrating the rich resources represented by African multilingualism and multiculturalism in education: discussant paper. Current Issues in Language Planning, Vol. 19, Issue. 2, p. 218.

    Kim, Su Yeong Schwartz, Seth J. Perreira, Krista M. and Juang, Linda P. 2018. Culture's Influence on Stressors, Parental Socialization, and Developmental Processes in the Mental Health of Children of Immigrants. Annual Review of Clinical Psychology, Vol. 14, Issue. 1, p. 343.

    Zaretsky, Elena 2018. Verbal working memory and early literacy acquisition: do ELLs allocate resources similar to their typical monolingual peers or monolingual children with SLI?. International Journal of Bilingual Education and Bilingualism, p. 1.

    Woll, Nina 2018. Investigating dimensions of metalinguistic awareness: what think-aloud protocols revealed about the cognitive processes involved in positive transfer from L2 to L3. Language Awareness, Vol. 27, Issue. 1-2, p. 167.

    Mutta, Maarit and Johansson, Marjut 2018. Advanced FL learners explaining their writing choices: epistemic attitude as an indicator of problem-solving and strategic knowledge in the on-line revision process. The Language Learning Journal, Vol. 46, Issue. 2, p. 146.

    Nicoladis, Elena 2018. Bilingual Cognition and Language. Vol. 54, Issue. , p. 81.

    Shahar-Yames, Daphna Eviatar, Zohar and Prior, Anat 2018. Separability of Lexical and Morphological Knowledge: Evidence from Language Minority Children. Frontiers in Psychology, Vol. 9,

    Jasińska, Kaja K. and Petitto, Laura-Ann 2018. Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development. Child Development, Vol. 89, Issue. 1, p. 310.

    Albirini, Abdulkafi 2018. The Role of Age of Exposure to English in the Development of Arabic as a Heritage Language in the United States. Language Acquisition, Vol. 25, Issue. 2, p. 178.

    Verpalen, Anick Van de Vijver, Fons and Backus, Ad 2018. Bias in dyslexia screening in a Dutch multicultural population. Annals of Dyslexia, Vol. 68, Issue. 1, p. 43.

    Zhang, Limei 2018. Metacognitive and Cognitive Strategy Use in Reading Comprehension. p. 35.

    Eviatar, Zohar Taha, Haitham and Shwartz, Mila 2018. Metalinguistic awareness and literacy among semitic-bilingual learners: a cross-language perspective. Reading and Writing,

    Poon, Kean 2018. Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes. Frontiers in Psychology, Vol. 8,

    Angelovska, Tanja 2018. Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness, Vol. 27, Issue. 1-2, p. 136.

    Boals, Tim Castro, Mariana and Shafer Willner, Lynn 2018. Handbook of Accessible Instruction and Testing Practices. p. 119.

    Bagheri, Nazgol and Driever, Steven L. 2018. Geographic Patterns of Language and Bilingualism in the United States. Papers in Applied Geography, Vol. 4, Issue. 1, p. 83.

    Finch, Katy Theakston, Anna and Serratrice, Ludovica 2018. Teaching modern foreign languages in multilingual classrooms: an examination of Key Stage 2 teachers’ experiences. The Language Learning Journal, p. 1.

    Haim, Orly 2018. Academic proficiency performance in second and third language: the role of school context. Language, Culture and Curriculum, p. 1.

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Book description

Bilingualism in Development is an examination of the language and cognitive development of bilingual children focusing primarily on the preschool years. It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children's development and assesses the role that bilingualism has in each. The areas covered include language acquisition, metalinguistic ability, literacy skill, and problem-solving ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children's ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. This conclusion is used as the basis for examining a set of related issues regarding the education and social circumstances of bilingual children.


‘One of the main strengths of this book is the author’s very thorough approach to surveying research in these areas … A second substantial strength of this book is the clarity and confidence with which it is written. The author handles a potentially bewildering range of material assertively and guides the reader through challenging areas without patronizing or assuming too much prior knowledge.’

Source: Child Language Teaching and Therapy

‘… a thorough and readable account of aspects of cognitive and linguistic development in bilingualism …’.

Source: Child Language Teaching and Therapy

‘Ellen Bialystok writes in an accessible way, clearly presenting evidence from research and theories.‘

Source: Debate

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