Expressive Vocabulary of German-English Bilingual Toddlers

By Dörte Junker, I. Stockman. 2002

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7c7720858dbe85c65f4d5c1fdc84148311b221b8

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In Developmental and Educational Psychology

Citations in the corpus

The relationship between bilingual exposure and vocabulary development (2011, background): “…scores relative to monolingual peers – a result found in preschool children and at least well into the school years (Hammer, Lawrence, & Miccio, 2008; Junker & Stockman, 2002; Oller, Pearson, & Cobo-Lewis, 2007; Patterson, 2002; Pearson, Fernandez, Lewedag, & Oller, 1997; Pearson, Fernandez, &…”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “…vocabularies (i.e., the number of vocabulary concepts known in their two languages combined) are the same size as monolinguals’ vocabularies (Junker & Stockman, 2002; Lundén & Silvén, 2011; Pearson, Fernández, & Oller, 1993), with some overlap in the words/concepts known in both languages.”
Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages? (2006, background): “Whereas in an earlier climate of fear of harmful effects of bilingual language learning, this would have been interpreted as evidence for such negative effects, these types of results are now more widely viewed as a reflection of the fact that these children’s language development is distributed ove”
Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production* (2009, background): “The same holds true of expressive vocabulary (Junker and Stockman, 2002).”
Individual Differences in the Lexical Development of French–English Bilingual Children (2008, background): “Junker and Stockman (2002) found that bilingual toddlers at two were not inferior (to monolinguals) in conceptual vocabulary size and verb diversity when words in both languages were accounted for.”
Scholarship, Research, and Creative Work at Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College (background): “…these approaches, and the last half century has witnessed a considerable shift and progress in our studies;7 yet much remains to be done for the field of ancient art, specifically sculpture, to be ranked by most archaeologists at the same "objective" level of, say, Greek epigraphy and architecture.”
Dual language exposure and early bilingual development* (2011, result): “A measure of total vocabulary, which summed the bilingual children’s English and Spanish scores, revealed the bilingual and monolingual groups to be virtually identical, consistent with findings from other studies (e.g. Junker & Stockman, 2002; Pearson et al., 1993; Thordardottir et al., 2006).”
Parental language mixing: Its measurement and the relation of mixed input to young bilingual children's vocabulary size* (2012, background): “Several researchers have emphasized the need to measure the vocabularies of bilingual children in both of their languages (Junker & Stockman, 2002; Pearson, 1998; Pearson, Fernández & Oller, 1993), particularly in studies that compare bilinguals to monolinguals.”