Bilingual Vocabulary Development of Turkish Preschoolers in the Netherlands

By Paul M. Leseman. 2000

172 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ecd520a4ce1dbf29dbace15cc8a9bfb986899559

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Hammer
2. E. Hoff
3. Lia E. Sandilos
4. Yuuko Uchikoshi
5. Dina C. Castro
6. Cristina Gillanders
7. Aziza Y. Mayo
8. Paul M. Leseman

In Language and Linguistics

1. E. Hoff
2. C. Hammer
3. Dina C. Castro
4. Yuuko Uchikoshi
5. Lia E. Sandilos
6. Cristina Gillanders
7. Aziza Y. Mayo
8. Paul M. Leseman

Citations in the corpus

• The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, methodology): “A study of Dutch-Turkish DLLs living in the Netherlands showed that children’s L2 vocabulary development accelerated when they entered school between the ages of three and four, but they did not catch up to monolingual peers by the end of the study (Leseman, 2000).”
• The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “Disadvantages are already manifest upon introduction to primary school, when these children’s first (L1) and second language (L2) skills, in particular vocabulary, are less well developed than the language skills of their monolingual peers (Duursma, Romero-Contreras, Szuber, Proctor, & Snow, 2007; L”