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International Journal of Bilingual Education and Bilingualism Volume 23, 2020 - Issue 4
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Articles

Are background variables good predictors of need for L2 assistance in school? Effects of age, L1, amount, and timing of exposure on Icelandic language and nonword repetition scores

Elin ThordardottirSchool of Communication Sciences and Disorders, McGill University, Montreal, Canada;ReykjavíkurAkademían, Reykjavik, IcelandCorrespondence[email protected]
Pages 400-422 | Received 11 Nov 2016, Accepted 17 Jul 2017, Published online: 21 Aug 2017

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Gianmatteo Farabolini, Pasquale Rinaldi, Maria Cristina Caselli & Alejandrina Cristia. (2022) Non-word repetition in bilingual children: the role of language exposure, vocabulary scores and environmental factors. Speech, Language and Hearing 25:3, pages 283-298.
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Elin Thordardottir. (2021) National language in a globalised world: are L1 and L2 adolescents in Iceland more interested in learning English than Icelandic?. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Articles from other publishers (13)

Eve Julie Rioux & Elin Thordardottir. (2023) Bilingual Adolescents' Complex Syntax Production in Both Languages Across Conversational and Expository Contexts. Journal of Speech, Language, and Hearing Research 66:8, pages 2733-2749.
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Myrto Brandeker & Elin Thordardottir. (2022) Verbal fluency in bilingual school-age children: Looking at switching, clustering, and the effect of language experience. International Journal of Bilingualism 27:3, pages 374-393.
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Maren Rebecca Eikerling, Theresa Sophie Bloder & Maria Luisa Lorusso. (2022) A Nonword Repetition Task Discriminates Typically Developing Italian-German Bilingual Children From Bilingual Children With Developmental Language Disorder: The Role of Language-Specific and Language-Non-specific Nonwords. Frontiers in Psychology 13.
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Elin Thordardottir & Heather Reid. (2022) Nonword repetition to identify DLD in older school-age children. Enfance N° 1:1, pages 59-79.
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Elin Thordardottir & Guðlaugur Hávarðarson. (2021) Accent, Comprehensibility, and Confidence in Second and Third Languages of Adolescents: How Do They Relate to Language Proficiency and Language Interactions?. Journal of Speech, Language, and Hearing Research 64:12, pages 4828-4844.
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Elena Koulidobrova & Rannveig Sverrisdóttir. (2021) How to Ensure Bilingualism/Biliteracy in an Indigenous Context: The Case of Icelandic Sign Language. Languages 6:2, pages 98.
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Elin Thordardottir. (2021) Adolescent language outcomes in a complex trilingual context: When typical does not mean unproblematic. Journal of Communication Disorders 89, pages 106060.
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Chai Ping Woon, Ngee Thai Yap & Hui Woan Lim. (2020) Performance in Nonword Repetition Tasks among Mandarin- English Bilingual Children in Malaysia. Pertanika Journal of Social Sciences and Humanities 28:4.
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Danielle R. Werle, Courtney Byrd & Geoffrey Coalson. (2019) Description of Multilingual Participants Who Stutter: An Update 2011-2018. Communication Disorders Quarterly 42:1, pages 50-57.
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Elena Tribushinina, Elena Dubinkina-Elgart & Nadezhda Rabkina. (2020) Can children with DLD acquire a second language in a foreign-language classroom? Effects of age and cross-language relationships. Journal of Communication Disorders 88, pages 106049.
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Elin Thordardottir. 2020. The Cambridge Introduction to Applied Linguistics. The Cambridge Introduction to Applied Linguistics 99 112 .
. 2020. The Cambridge Introduction to Applied Linguistics. The Cambridge Introduction to Applied Linguistics 39 112 .
. 2020. The Cambridge Introduction to Applied Linguistics. The Cambridge Introduction to Applied Linguistics.

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