Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

By F. Genesee, J. Paradis, M. Crago. 2004

720 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/544fd8a08e2e97800377b4be1178c6b4625778b1

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Citations in the corpus

The interface between bilingual development and specific language impairment (2010, background): “Social contexts like those for immigrants in The Netherlands might not promote additive bilingual development where L2 children acquire the majority language to the same degree of proficiency as their monolingual peers (Cornips & Hulk, 2008; Organization for Economic Co-operation and Development, 20”
Assessment of Bilingual Children for Identification of Language Impairment: Current Findings and Implications for Practice (2008, background): “…a number of works have been published that provide overviews of trends in bilingual typical language acquisition in simultaneous and sequential learning contexts in domains such as semantics, morphosyntax, narrative, and literacy (Genesee et al., 2004; Goldstein, 2004; Oller & Eilers, 2002).”
Visual Grounding in Video for Unsupervised Word Translation (2020, background): “Children can learn multiple languages by merely observing their environment and interacting with others, without any explicit supervision or instruction; multilingual children do not hear a sentence and its translation simultaneously, and they do not hear a sentence in multiple languages while obser”
Lexical acquisition over time in minority first language children learning English as a second language (2008, background): “Educators and healthcare professionals may encourage use of English in the home to give the child maximal exposure and practice with the majority language of the society (Genesee et al., 2004).”
The Influence of Dominance and Sociolinguistic Context on Bilingual Preschoolers' Language Choice (2007, background): “Most bilingual preschool children display greater proficiency, or more advanced development, in one of their two languages, and this is commonly referred to as their dominant language (see Deuchar & Muntz, 2003; Genesee & Nicoladis, 2007; Genesee et al ., 2004, for review).”
Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, background): “These kinds of developmental errors (Genesee et al., 2004) are common among monolingual children (e.”
Context effects on young children’s language use: The influence of conversational setting and partner (2010, background): “The same point has been made by Genesee, Paradis, and Crago (2004) who found that the Inuit children of northern Canada produce far more language in talking to peers than they do in talking to adults, consistent with Inuit cultural norms.”
Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children (2009, background): “Although there is considerable debate about how to classify them (Genesee, Paradis, and Crago 2004), there is some consensus about considering at least two main types of bilingual children: simultaneous and sequential bilinguals.”
Bilingual children with specific language impairment: Theoretical and applied issues (2007, background): “Among sequential bilinguals, two types can be distinguished: those whose L1 is a minority language and who learn the majority L2 at school and in the community outside their homes, and those whose L1 is the majority language and who learn their L2 through elective, immersion programs at school (Gene”