Long-term language attainment of bilingual immigrants: Predictive variables and language group differences
By G. Jia, D. Aaronson, Yanhong Wu. 2002
193 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/9e66f9429836499f59074c55e230cb2f8aa5cb69
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
In Language and Linguistics
- Catherine Caldwell-Harris
- Winvy Lung
- Jenifer Larson-Hall
- Jimmy Tong
- G. Jia
- Sinlan Poo
- D. Aaronson
- J. Paradis
Citations in the corpus
- The Language Experience and Proficiency Questionnaire (LEAP-Q): assessing language profiles in bilinguals and multilinguals. (2007, unknown): “Second, questions were chosen and prepared on the basis of assessment materials previously used in experimental studies conducted in our laboratory, other laboratories, and as described in the literature (Chincotta & Underwood, 1998; Flege et al., 1999, 2002; Jia et al., 2002; Vaid&Menon, 2000).”
- Physiological reactivity to emotional phrases in Mandarin—English bilinguals (2011, background): “7 years), given prior findings that immigrating between ages 10 and 14 leads to high levels of proficiency in both languages (Caldwell-Harris et al., 2011; Jia et al., 2002).”
- A longitudinal study of Chinese children and adolescents learning English in the United States (2003, background): “…media input in L2 (e.g., movies, videos, TV, and radio), stronger motivation to learn L2, years of education in the United States (Flege et al., 1999), and higher L2 proficiency of family members (Jia & Aaronson, 2002; Jia et al., 2002) were all significantly associated with higher L2 proficiency.”
- Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation (2008, background): “ing for more socio-psychological factors such as quantity and quality of input, motivation and affective variables (Jia et al., 2002; Moyer, 2004), and some claiming that it is due to general cognitive declines that continue over the lifespan (Bialystok and Miller, 1999; Birdsong, 2005).”