Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language*

By P. Iluz-Cohen, J. Walters. Bilingualism: Language and Cognition, 2011

137 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ce3238100f16dff9fcc5b46fd4c44ee7811726b2

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. Sharon Armon-Lotem
2. Carmit Altman
3. J. Walters
4. S. Fichman
5. Ianthi M. Tsimpli
6. E. Peristeri
7. Maria Andreou
8. S. Montrul

In Language and Linguistics

1. Sharon Armon-Lotem
2. Carmit Altman
3. J. Walters
4. S. Fichman
5. Ianthi M. Tsimpli
6. S. Montrul
7. A. Sorace

Citations in the corpus

• Narrative production in monolingual and bilingual children with specific language impairment (2015, background): “Iluz-Cohen and Walters (2012) have investigated TD and languageimpaired bilingual preschool children’s narrative production on a range of language measures.”
• Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment (2015, background): “The findings for macrostructure confirm previous research with bilingual children, both with TLD and with SLI (Pearson, 2002; Simon-Cereijido & GutiérrezClellen, 2009; Iluz-Cohen & Walters, 2012).”