Social factors in childhood bilingualism in the United States

By B. Pearson. Applied Psycholinguistics, 2007

292 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/785aad3f949ac02d24facd5f3e01b81aab67a2d3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Aziza Y. Mayo
2. Paul M. Leseman
3. E. Thordardottir
4. A. Scheele
5. S. Carroll
6. J. Paradis
7. K. Byers‐Heinlein

In Language and Linguistics

1. Aziza Y. Mayo
2. Paul M. Leseman
3. E. Thordardottir
4. A. Scheele
5. S. Carroll
6. J. Paradis

Citations in the corpus

• Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, unknown): “In fact, a common developmental trajectory among children in immigrant communities is to become increasingly dominant in the community language as they get older (Najafi, 2011; Pearson, 2007).”
• The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “…from studies that included language-minority children suggest that additional factors need to be considered such as the ways in which L1 and L2 input is divided across language interactions at home, the social status of L1, and the access to formal and literate use of L1 (cf. Pearson, 2007).”
• The relationship between bilingual exposure and vocabulary development (2011, background): “Amount of language input is known to influence strongly the rate of language growth in both monolingual and bilingual children (Hart & Risley, 1995; Hoff, 2003; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991; Pearson, 2007; Pearson et al., 1997).”