Individual differences in child English second language acquisition Comparing child-internal and child-external factors

By J. Paradis. 2011

590 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/af253656c8987fa38a13ce8a3f6712457da47513

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, background): “aspects of the input, or what has also been dubbed ‘richness’ of the input (Jia & Fuse, 2007; Paradis, 2011).”
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).”
Effects of input properties, vocabulary size, and L1 on the development of third person singular –s in child L2 English (2012, unknown): “Paradis (2011) observed that children with an isolating L1 (Mandarin/Cantonese) were less accurate on –ed and –s than children with inflecting L1 (Hindi/Punjabi/Urdu, Spanish, Arabic).”
Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender* (2012, methodology): “A detailed parental questionnaire (following De Houwer, 2009; Gathercole, p.c.; Gutiérrez-Clellen & Kreiter, 2003; Jia & Aaronson, 2003; Paradis, 2011) was used to estimate children’s current amount of exposure, as well as their amount of exposure over time.”
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).”