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International Journal of Bilingual Education and Bilingualism Volume 25, 2022 - Issue 3
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Articles

Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

Jonathan J.D. Robinson Anthonya SDSU/UCSD JDP in Language & Communicative Disorders, San Diego State University, San Diego, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4417-8543View further author information
ORCID Icon,
Henrike K. Blumenfeldb School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USAORCID Iconhttps://orcid.org/0000-0002-0538-5339View further author information
ORCID Icon,
Irina Potapovab School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USAORCID Iconhttps://orcid.org/0000-0003-1793-9121View further author information
ORCID Icon &
Sonja L. Pruitt-Lordb School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA, USAView further author information
Pages 922-941 | Received 22 Jan 2019, Accepted 11 Feb 2020, Published online: 10 Mar 2020

Citations (4)

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Read on this site (1)

Erin Quirk & Cathy Cohen. (2022) The development of the cognate advantage from elementary to middle school years in French-English bilinguals attending a dual language program in France. International Journal of Bilingual Education and Bilingualism 25:10, pages 3859-3874.
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Articles from other publishers (3)

Evelyn Bosma, Arthur Bakker, Linda Zenger & Elma Blom. (2022) Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences. European Journal of Psychology of Education 38:1, pages 225-247.
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Nicole Tibbits, Hope Sparks Lancaster & Beatriz de Diego-Lázaro. (2023) The Effect of Phonological Overlap on English and Spanish Expressive Vocabulary. Language, Speech, and Hearing Services in Schools 54:1, pages 212-223.
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Heng Xue, Renhua Deng, Yanyan Chen & Wenxin Zheng. (2022) How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status. Frontiers in Psychology 13.
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