Dual language exposure and early bilingual development*

By E. Hoff, Cynthia Core, S. Place, Rosario Rumiche, Melissa Señor, M. Parra. Journal of Child Language, 2011

840 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/427d9bb28b0032f0a5dc0c869516f294c6857ce1

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015 (2017, positive): “Moreover, recent conceptualizations of bilingual development have highlighted the role of absolute and relative input in each language (De Houwer, 2011, 2014; Hoff et al., 2012), and yet only 39% of the studies reported language usage on a gradient scale.”
Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables (2014, background): “Thus, depending on the age and amount of early exposure, the expected developmental milestones for many language development skills for DLL children can be quite different from those of monolingual (English) children (Hoff et al., 2012).”
Deaf children need language, not (just) speech (2019, positive): “…demonstrate successful acquisition with only half (or less) of their input in a given language (De Houwer, 1995); to the extent that any differences between monolinguals and bilinguals exist, they are subtle and only detected when children are assessed in a single language (Hoff et al., 2012).”
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “…in the rate of development of the dominant and the non-dominant language of bilinguals (Gathercole 2007; Gathercole and Thomas 2009; Paradis 2010; Hoff et al. 2012), although not all aspects of bilingual children’s development seem to be similarly affected by the amount of language to which they…”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “children learning two languages should not be expected to perform at the same level as monolinguals in all areas of language development, because DLL children are learning two linguistic systems (Hoff et al., 2012).”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, neutral): “…short run, however, children exposed to and acquiring two languages will acquire each at a somewhat slower rate than will children acquiring one (Hoff et al., 2012), and many children from language minority homes will not have had sufficient exposure to English to achieve the same level of oral…”