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Ily Hollebeke, Esli Struys & Orhan Agirdag. (2023) Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review. Journal of Multilingual and Multicultural Development 44:10, pages 1044-1075.
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Lulu Song, Li Sheng & Rufan Luo. (2022) Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-19.
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Nora Budde-Spengler, Steffi Sachse & Tanja Rinker. (2021) The relationship between input factors and early lexical knowledge in Turkish-German children. International Journal of Bilingual Education and Bilingualism 24:8, pages 1091-1106.
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Ewa Haman, Magdalena Łuniewska, Pernille Hansen, Hanne Gram Simonsen, Shula Chiat, Jovana Bjekić, Agnė Blažienė, Katarzyna Chyl, Ineta Dabašinskienė, Pascale Engel de Abreu, Natalia Gagarina, Anna Gavarró, Gisela Håkansson, Efrat Harel, Elisabeth Holm, Svetlana Kapalková, Sari Kunnari, Chiara Levorato, Josefin Lindgren, Karolina Mieszkowska, Laia Montes Salarich, Anneke Potgieter, Ingeborg Ribu, Natalia Ringblom, Tanja Rinker, Maja Roch, Daniela Slančová, Frenette Southwood, Roberta Tedeschi, Aylin Müge Tuncer, Özlem Ünal-Logacev, Jasmina Vuksanović & Sharon Armon-Lotem. (2017) Noun and verb knowledge in monolingual preschool children across 17 languages: Data from Cross-linguistic Lexical Tasks (LITMUS-CLT). Clinical Linguistics & Phonetics 31:11-12, pages 818-843.
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Daniela Gatt & Ciara O’Toole. (2017) Risk and protective environmental factors for early bilingual language acquisition. International Journal of Bilingual Education and Bilingualism 20:2, pages 117-123.
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Annick De Houwer. (2023) Polish-German preschoolers develop and use heritage Polish differently depending on whether they heard German from birth or not. Frontiers in Psychology 14.
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Karolina Muszyńska, Joanna Kołak, Ewa Haman, Marta Białecka-Pikul & Agnieszka Otwinowska. (2023) Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children. International Journal of Bilingualism, pages 136700692211499.
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Chiara BARACHETTI, Marinella MAJORANO, Germano ROSSI, Elena ANTOLINI, Rosanna ZERBATO & Manuela LAVELLI. (2021) Vocabulary production in toddlers from low-income immigrant families: evidence from children exposed to Romanian-Italian and Nigerian English-Italian. Journal of Child Language 49:2, pages 408-421.
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Ebru KARATAS ACER & Feyza ALTINKAMIŞ. (2021) Turkish Language and Turkish Culture Education in Flanders, Belgium: A model proposalBelçika Flaman Bölgesi’nde Türkçe ve Türk Kültürü Eğitimi: Bir Model Önerisi. Kastamonu Eğitim Dergisi 29:2, pages 537-549.
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Annick De Houwer. 2021. Bilingual Development in Childhood. Bilingual Development in Childhood.
Amy Pace, Rufan Luo, Dani Levine, Aquiles Iglesias, Jill de Villiers, Roberta M. Golinkoff, Mary S. Wilson & Kathy Hirsh‐Pasek. (2020) Within and Across Language Predictors of Word Learning Processes in Dual Language Learners. Child Development 92:1, pages 35-53.
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Josefin Lindgren & Ute Bohnacker. (2020) Vocabulary development in closely-related languages. Linguistic Approaches to Bilingualism 10:5, pages 587-622.
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Beyhan Ertanir, Jens Kratzmann & Steffi Sachse. (2019) Sozio-emotionale Kompetenzen mehrsprachiger Kindergartenkinder und deren Wechselwirkungen mit den Sprachleistungen im Deutschen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51:1, pages 31-44.
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Beyhan Ertanir, Jens Kratzmann, Maren Frank, Samuel Jahreiss & Steffi Sachse. (2018) Dual Language Competencies of Turkish–German Children Growing Up in Germany: Factors Supportive of Functioning Dual Language Development. Frontiers in Psychology 9.
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Karolina Mieszkowska, Magdalena Łuniewska, Joanna Kołak, Agnieszka Kacprzak, Zofia Wodniecka & Ewa Haman. (2017) Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom. Frontiers in Psychology 8.
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