A longitudinal study of Chinese children and adolescents learning English in the United States

By G. Jia, D. Aaronson. Applied Psycholinguistics, 2003

290 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d1124fdbea4ebd78d6f2f83be2e9e07eea335af9

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Citations in the corpus

Lexical acquisition over time in minority first language children learning English as a second language (2008, background): “Previous research has suggested that gradient variations in English use in the home can influence rate of L2 development in ESL children (Jia, 2003; Jia & Aaronson, 2003).”
Annual Research Review: What is resilience within the social ecology of human development? (2013, background): “People change how they speak and the language they use, adopting the dominant form of communication when it is advantageous to do so (Arthur, 1996; Jia & Aaronson, 2003).”
Explaining English Language Proficiency Among Adolescent Immigrant Students (2008, background): “Jia and Aaronson (2003) suggested that agency may be a key component of exposure, wherein older students choose linguistic environments that support the maintenance of their native language more frequently than do younger students.”
Cross-linguistic evidence for the nature of age effects in second language acquisition (2010, background): “…are obviously in complementary distribution, their relative frequency tends to correlate with age of acquisition (see especially Bylund, 2008, 2009; Jia & Aaronson, 2003; Montrul, 2008), and the degree of L2 acquisition tends to correlate with the degree of L1 attrition (see especially Köpke &…”
Second Language Acquisition in Childhood (2008, methodology): “Jia and Aaronson (2003) also found that the switch in preference from the L1 to the L2, as measured through questionnaires, occurred more rapidly for the Mandarin L1 children who were younger than 9 years old when they arrived.”
Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, methodology): “Turning to quality factors in the input, Jia and colleagues used a measure they referred to as “richness” of the English environment (Jia & Aaronson, 2003; Jia & Fuse, 2007).”
Nonnative and second-language speech perception : commonalities and complementarities (2007, background): “…through interactions with length of residence (LOR), relative usage of L1/L2 (Flege, 1999, 2002; Flege & MacKay, 2004), and relative quantity and quality of input from native L2 speakers (see Flege & Liu, 2001; Jia & Aaronson, 2003; Jia, Strange, Wu, Collado, & Guan, 2005, accepted with revisions).”
LEARNING SECOND LANGUAGE SUPRASEGMENTALS: Effect of L2 Experience on Prosody and Fluency Characteristics of L2 Speech (2006, background): “…correlate with an individual’s age, such as memory capacity ~Chincotta & Underwood, 1998!, processing speed ~Rabinowitz, Ornstein, Folds-Bennett, & Schneider, 1994!, patterns of language socialization and use ~Jia & Aaronson, 2003!, or amount of formal schooling ~Flege, Yeni-Komshian, & Liu, 1999!”
Living at the Crossroads of Cultural Worlds: The Experience of Normative Conflicts by Second Generation Immigrant Youth (2010, background): “In a Western context, for example, it is easier for these young people to master the mainstream languages (Jia & Aaronson, 2003; Johnson & Newport, 1989) and more likely for them to acquire autonomy norms (e.g., seeking a romantic partner on the basis of love) that are typically not supported by…”
Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “In contrast, the L2 can become the dominant language, especially in younger children living in an L2 immersion environment (Jia & Aaronson, 2003 ).”
The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, methodology): “An extensive parental questionnaire on children s language use and background (partly based on Gathercole, p.c.; Gutiérrez-Clellen & Kreiter, 2003; Jia & Aaronson, 2003; Paradis, Emmerzael, & Duncan, 2010) was used in order to estimate input quantity.2 Parents were asked to indicate who spent time…”
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.”