Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender*

By S. Unsworth. Bilingualism: Language and Cognition, 2012

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Deaf children need language, not (just) speech (2019, unknown): “Current estimates from the spoken language literature point to 35–65% as the approximate borders of these ranges (Cattani et al., 2014; De Cat & Serratrice, 2018; Thordardottir, 2011; Unsworth, 2013).”
Exposure and input in bilingual development (2017, background): “Some mothers were really chatty and some were not.7 Weisleder and Fernald (2013) reported similar findings based on recordings over a 10-hour period of all the speech spoken in the vicinity of 29 children from Spanish-speaking families from Miami.”
Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment (2015, background): “The finding that L2 proficiency develops as a function of more exposure is robust (e.g., Paradis 2010, 2011; Unsworth, 2013).”
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners (2014, background): “…crucial indicator of more qualitative measures of input, such as the linguistic richness of the environment (the amount of native-speaker contact that the children experience via media, playmates, and organized extracurricular activities) (Paradis 2011; see also Jia and Fuse 2007; Unsworth 2013b).”