Bilingual Lexical Development: Influences, Contexts, and Processes.

By Janet Patterson, B. Pearson. 2004

121 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ddd1e088b56052f7130fee03d341fd6e303b2952

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Citations in the corpus

Myths about Early Childhood Bilingualism (2015, background): “Bilingual children, including children learning both a signed and a spoken language and children learning two spoken languages, have also been reported to produce their first words at about the same age as monolingual infants (e.g., Genesee, 2003; Patterson & Pearson, 2004; Petitto et al., 2001).”
The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “The more input a child receives in a specific language, the better the child performs on vocabulary, reading, and writing tests in that language (De Houwer, 2007; Duursma et al., 2007; Oller & Eilers, 2002; Patterson & Pearson, 2004; Pearson, Fernandez, Lewedeg, & Oller, 1997).”
Cross-linguistic transfer in adjective–noun strings by preschool bilingual children (2006, background): “For that reason, the greater rate of overregularization is unlikely to be due to frequency differences in exposure to French compared to monolingual children (cf. Patterson and Pearson, 2004).”
Second Language Acquisition in Childhood (2008, background): “In the lexical domain, overlap between L1 and L2 in vocabulary may have a facilitating effect because school-age children can make effective use of cognates in their acquisition of L2 vocabulary (Patterson & Pearson, 2004).”
Dual language exposure and early bilingual development* (2011, background): “In studies that have used measures of bilingual children’s combined vocabularies, the bilingually developing children look very similar to the monolingually developing children (Patterson, 2004; Patterson & Pearson, 2004; Pearson & Fernández, 1994).”