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Alan V. Brown, Stayc DuBravac, Michael Toland & Earl Kjar Brown. (2023) Metalinguistic awareness in Spanish partial immersion and English-only elementary students. Journal of Spanish Language Teaching 10:1, pages 29-44.
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Elisabeth Kim. (2022) “Using It to Our Advantage in a Way It Was Not Designed to Be”: Spanish Dual Language and School Choice in New York City. Journal of School Choice 16:3, pages 433-453.
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Ellen Bialystok. (2018) Bilingual education for young children: review of the effects and consequences. International Journal of Bilingual Education and Bilingualism 21:6, pages 666-679.
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Joanna McPake & Christine Stephen. (2016) New technologies, old dilemmas: theoretical and practical challenges in preschool immersion playrooms. Language and Education 30:2, pages 106-125.
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Stine Marie Spellerberg. (2016) Metalinguistic awareness and academic achievement in a linguistically diverse school setting: a study of lower secondary pupils in Denmark. International Journal of Multilingualism 13:1, pages 19-39.
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Dacian Dorin Dolean. (2015) How early can we efficiently start teaching a foreign language?. European Early Childhood Education Research Journal 23:5, pages 706-719.
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Maura Pilotti, Anna Gutierrez, Eric Klein & Salif Mahamame. (2015) Young adults' perceptions and use of bilingualism as a function of an early immersion program. International Journal of Bilingual Education and Bilingualism 18:4, pages 383-394.
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Jasone Cenoz. (2015) Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift. International Journal of Bilingual Education and Bilingualism 18:3, pages 345-351.
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Marina Kalashnikova & Karen Mattock. (2014) Maturation of executive functioning skills in early sequential bilingualism. International Journal of Bilingual Education and Bilingualism 17:1, pages 111-123.
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Maki Kubota, Jorge González Alonso, Merete Anderssen, Isabel Nadine Jensen, Alicia Luque, Sergio Miguel Pereira Soares, Yanina Prystauka, Øystein A. Vangsnes, Jade Jørgen Sandstedt & Jason Rothman. (2023) Bilectal Exposure Modulates Neural Signatures to Conflicting Grammatical Properties: Norway as a Natural Laboratory. Language Learning.
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Deanna C. Friesen & Chastine Lamoureux. 2023. Understanding Language and Cognition through Bilingualism. Understanding Language and Cognition through Bilingualism
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Diana Burchell, Kathleen Hipfner-Boucher, S. Hélène Deacon, Poh Wee Koh & Xi Chen. (2023) Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children. Languages 8:1, pages 62.
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Gloria Chamorro & Vikki Janke. (2023) Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development. Ampersand 10, pages 100115.
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Alexandra Prentza, Dionysios Tafiadis, Vasiliki Chondrogianni & Ianthi-Maria Tsimpli. (2022) Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual Children. Journal of Psycholinguistic Research 51:2, pages 373-395.
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Natasha A. Spassiani, Maria Clince & Noel Ó Murchadha. (2021) ‘It will make more people feel included if they can talk to them in their first language’: The experience of university students with an intellectual disability engaging in a formal Irish Sign Language Course. British Journal of Learning Disabilities 49:4, pages 467-474.
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Rosalie Bourdages, Roxane Gagnon, Vincent Capt & Denis Foucambert. (2021) De la tâche à l’activité, de la mesure à l’enseignement : considérations méthodologiques sur les habiletés métasyntaxiques en psycholinguistique et en didactique de la grammaireMetasyntactic Ability: From Psycholinguistic Tasks to Grammatical Activities. Éducation et didactique 15:15-2, pages 125-139.
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Brian V. Rusk, Johanne Paradis & Juhani Järvikivi. (2020) Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners. Applied Psycholinguistics 41:3, pages 547-577.
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Rebecca Fox, Olga Corretjer & Kelley Webb. (2019) Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019. Foreign Language Annals 52:4, pages 699-726.
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Cathy Amanti. (2019) Is native-speakerism impacting the Dual Language Immersion teacher shortage?. Multilingua 38:6, pages 675-686.
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Madoka Hammine, Pigga Keskitalo & Erika Katjaana Sarivaara. (2019) Sámi language teachers’ professional identities explained through narratives about language acquisition. The Australian Journal of Indigenous Education 49:1, pages 89-97.
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VRINDA KALIA, M. PAULA DANERI & MAKEBA PARRAMORE WILBOURN. (2017) Relations between vocabulary and executive functions in Spanish–English dual language learners. Bilingualism: Language and Cognition 22:1, pages 1-14.
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Vanessa Diaz & M. Jeffrey Farrar. (2018) The missing explanation of the false-belief advantage in bilingual children: a longitudinal study. Developmental Science 21:4, pages e12594.
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Callie Mady & Mimi Masson. (2018) Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs. Canadian Journal of Applied Linguistics 21:1, pages 71-93.
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Naja Ferjan Ramirez & Patricia Kuhl. (2017) Bilingual Baby: Foreign Language Intervention in Madrid's Infant Education Centers. Mind, Brain, and Education 11:3, pages 133-143.
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Gregory J. Poarch & Ellen Bialystok. (2017) Assessing the implications of migrant multilingualism for language educationKonsequenzen der Mehrsprachigkeit von Migranten für die sprachliche Bildung. Zeitschrift für Erziehungswissenschaft 20:2, pages 175-191.
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Laura Birke Hansen, Julia Morales, Pedro Macizo, Jon Andoni Duñabeitia, David Saldaña, Manuel Carreiras, Luis J. Fuentes & M. Teresa Bajo. (2017) Reading comprehension and immersion schooling: evidence from component skills. Developmental Science 20:1, pages e12454.
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Colin Baker. 2017. Language Awareness and Multilingualism. Language Awareness and Multilingualism
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Anne E Sander & Wilfried Admiraal. (2016) German schools abroad: Hotspots of elite multilingualism?. Journal of Research in International Education 15:3, pages 224-237.
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Colin Baker. 2017. Language Awareness and Multilingualism. Language Awareness and Multilingualism
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Lisa M. Dorner & Angela Layton. (2014) “¿Cómo se dice?” Children's multilingual discourses (or interacting, representing, and being) in a first-grade Spanish immersion classroom. Linguistics and Education 25, pages 24-39.
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Pascale M. J. Engel de Abreu, Anabela Cruz-Santos, Carlos J. Tourinho, Romain Martin & Ellen Bialystok. (2012) Bilingualism Enriches the Poor. Psychological Science 23:11, pages 1364-1371.
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