First-language skills of bilingual Turkish immigrant children growing up in a Dutch submersion context

References

• Aarts, R., S. Demir, and T. Vallen. 2011. “Characteristics of Academic Language Register Occurring in Caretaker-Child Interaction: Development and Validation of a Coding Scheme.” Language Learning 61 (4): 1173–1221. doi: 10.1111/j.1467-9922.2011.00664.x
   Web of Science ®Google Scholar
• Aarts, R., and L. Verhoeven. 1999. “Literacy Attainment in a Second Language Submersion Context.” Applied Psycholinguistics 20 (3): 377–393. doi: 10.1017/S0142716499003033
   Web of Science ®Google Scholar
• Ammermüller, A. 2005. “Poor Background or Low Returns? Why Immigrant Students in Germany Perform so Poorly in PISA.” Discussion Paper No. 05-18. Accessed November 20, 2014. http://opus.zbw-kiel.de/volltexte/2005/2908/pdf/dp0518.pdf.
   Google Scholar
• Backus, A. 2011. “Turkish as an Immigrant Language in Europe.” In The Handbook of Bilingualism and Multilingualism. 2nd ed., edited by T. K. Bhatia and W. C. Ritchie, 770–790. Chicester: Wiley-Blackwell.
   Google Scholar
• Baker, C. 2000. A Parents’ and Teachers’ Guide to Bilingualism. 2nd ed. Clevedon: Multilingual Matters.
   Google Scholar
• Baker, C. [2006] 2011. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.
   Google Scholar
• Baysu, G., and H. De Valk. 2012. “Navigating the School System in Sweden, Belgium, Austria and Germany: School Segregation and Second-Generation School Trajectories.” Ethnicities 12 (6): 776–799. doi:10.1177/1468796812450857.
   Web of Science ®Google Scholar
• Beacco, J. C., M. Byram, M. Cavalli, D. Coste, M. Egli Cuenat, F. Goullier, and J. Panthier. 2010. Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education. Strasbourg: Language Policy Division. Council of Europe.
   Google Scholar
• Bialystok, E. 2005. “Consequences of Bilingualism for Cognitive Development.” In Handbook of Bilingualism: Psycholinguistic Approaches, edited by J. F. Kroll and A. M. B. de Groot, 417–432. New York: Oxford University Press.
   Google Scholar
• CBS. 2013. Bevolking; kerncijfers 21 oktober 2013. Accessed December 4, 2014. http://statline.cbs.nl/StatWeb/publication/?DM=SLNL&PA=37296ned&D1=0-51&D2=0,10,20,30,40,50,%28l-1%29-l&VW=T.
   Google Scholar
• Cenoz, J., and D. Gorter. 2010. “The Diversity of Multilingualism in Education.” International Journal of the Sociology of Language 205: 37–53.
   Google Scholar
• Cobo-Lewis, A., R. E. Eilers, B. Z. Pearson, and V. C. Umbel. 2002. “Interdependence of Spanish and English Knowledge in Language and Literacy among Bilingual Children.” In Language and Literacy in Bilingual Children, edited by D. K. Oller and R. E. Eilers, 118–134. Clevedon: Multilingual Matters.
   Google Scholar
• Cummins, J. 1979. “Linguistic Interdependence and the Educational Development of Bilingual Children.” Review of Educational Research 49: 222–251. doi: 10.3102/00346543049002222
   Web of Science ®Google Scholar
• Cummins, J. 2000. Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
   Google Scholar
• Dagevos, J., M. Gijsberts, and C. van Praag. 2003. Rapportage Minderheden 2003. Onderwijs, arbeid en sociaal-culturele integratie. Den Haag: Sociaal en Cultureel Planbureau.
   Google Scholar
• Driessen, G., and M. S. Merry. 2011. “The Effects of Integration and Generation of Immigrants on Language and Numeracy Achievement.” Educational Studies 37 (5): 581–592. doi:10.1080/03055698.2010.539762.
   Web of Science ®Google Scholar
• Dronkers, J. 2010. “Positive but also Negative Effects of Ethnic Diversity in Schools on Educational Performance? An Empirical Test Using Cross-National PISA Data.” Inaugural Lecture, Maastricht University, June 17. Accessed October 5, 2014. http://www.maastrichtuniversity.nl/web/Main/Sitewide/PressRelease/EthnicDiversityAtSchoolHasANegativeEffectOnLearning.htm.
   Google Scholar
• European Commission Green Paper. 2008. Migration and Mobility: Challenges and Opportunities for EU Education Systems. Brussels: European Commission.
   Google Scholar
• Extra, G., and D. Gorter, eds. 2008. Multilingual Europe: Facts and Policies. Berlin: Mouton de Gruyter.
   Google Scholar
• Extra, G., and K. Yağmur, eds. 2004. Urban Multilingualism in Europe. Immigrant and Minority Languages at Home and School. Clevedon: Multilingual Matters.
   Google Scholar
• Extra, G., and K. Yagmur. 2010. “Language Proficiency and Socio-Cultural Orientation of Turkish and Moroccan Youngsters in the Netherlands.” Language and Education 24 (2): 117–132. doi: 10.1080/09500780903096561
   Web of Science ®Google Scholar
• Extra, G., and K. Yagmur, eds. 2012. Language Rich Europe: Trends in Policies and Practices for Multilingualism in Europe. Cambridge: Cambridge University Press & British Council.
   Google Scholar
• Franceschini, R. 2011. “Multilingualism and Multicompetence: A Conceptual View.” The Modern Language Journal 95 (3): 344–355. doi:10.1111/j.1540-4781.2011.01202.x.
   Web of Science ®Google Scholar
• Helot, C., and A. Young. 2002. “Bilingualism and Language Education in French Primary Schools: Why and How Should Migrant Languages Be Valued?” International Journal of Bilingual Education and Bilingualism 5 (2): 96–112. doi:10.1080/13670050208667749.
   Google Scholar
• Klatter-Folmer, J. 1996. “Turkse Kinderen en hun schoolsuccess [Turkish Children and their School Success].” Unpublished PhD diss., Tilburg University Press, Tilburg.
   Google Scholar
• Krashen, S. 1994. “The Input Hypothesis and Its Rivals.” In Implicit and Explicit Learning of Languages, edited by N. Ellis, 45–77. London: Academic Press.
   Google Scholar
• Leseman, P. 2000. “Bilingual Vocabulary Development of Turkish Preschoolers in the Netherlands.” Journal of Multilingual and Multicultural Development 21 (2): 93–112. doi:10.1080/01434630008666396.
   Google Scholar
• Leseman, P. P. M., and C. van Tuijl. 2001. “Home Support for Bilingual Development of Turkish 4–6-Year-Old Immigrant Children in the Netherlands: Efficacy of a Home-Based Educational Programme.” Journal of Multilingual and Multicultural Development 22 (4): 309–324. doi: 10.1080/01434630108666438
   Google Scholar
• Leseman, P. P. M., and D. C. Van den Boom. 1999. “Effects of Quantity and Quality of Home Proximal Processes on Dutch, Surinamese-Dutch, and Turkish-Dutch Preschoolers’ Cognitive Development.” Infant and Child Development 8: 19–38. doi: 10.1002/(SICI)1522-7219(199903)8:1<19::AID-ICD187>3.0.CO;2-7
   Web of Science ®Google Scholar
• Levels, M., J. Dronkers, and G. Kraaykamp. 2008. “Immigrant Children’s Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Performance.” American Sociological Review 73 (5): 835–853. doi: 10.1177/000312240807300507
   Web of Science ®Google Scholar
• Levin, T., and E. Shohamy. 2012. “Understanding Language Achievement of Immigrants in Schools: The Role of Multiple Academic Languages.” In Current Issues in Bilingualism, Literacy Studies 5, edited by M. Leikin, M. Schwartz, and Y. Tobin, 137–153. Dordrecht: Springer.
   Google Scholar
• Leyendeckera, B., J. Jäkel, S. O. Kademoğlu, and B. Yagmurlu. 2011. “Parenting Practices and Pre-schoolers’ Cognitive Skills in Turkish Immigrant and German Families.” Early Child Development and Care 181 (8): 1095–1110. doi:10.1080/03004430.2010.517836.
   Google Scholar
• OECD. 2012. Untapped Skills: Realising the Potential of Immigrant Students. Paris: OECD. doi:10.1787/9789264172470-en.
   Google Scholar
• Ordóñez, C. L., M. S. Carlo, C. E. Snow, and B. McLaughlin. 2002. “Depth and Breadth of Vocabulary in Two Languages: Which Vocabulary Skills Transfer?” Journal of Educational Psychology 94 (4): 719–728. doi: 10.1037/0022-0663.94.4.719
   Web of Science ®Google Scholar
• Rijkschroeff, R., G. ten Dam, J. W. Duyvendak, M. de Gruijter, and T. Pels. 2005. “Educational Policies on Migrants and Minorities in the Netherlands: Success or Failure?” Journal of Education Policy 20 (4): 417–435. doi: 10.1080/02680930500132148
   Web of Science ®Google Scholar
• Schalk-Soekar, S. R. G., F. R. J. Van de Vijver, and M. Hoogsteder. 2004. “Attitudes Toward Multiculturalism of Immigrants and Majority Members in the Netherlands.” International Journal of Intercultural Relations 28: 533–550. doi: 10.1016/j.ijintrel.2005.01.009
   Web of Science ®Google Scholar
• Schaufeli, A. 1992. “A Domain Approach to the Turkish Vocabulary of Bilingual Turkish Children in the Netherlands.” In Maintenance and Loss of Minority Languages, edited by W. Fase, K. Jaspaert, and S. Kroon, 117–135. Amsterdam: John Benjamins.
   Google Scholar
• Scheele, A. F., P. M. Leseman, and A. Y. Mayo. 2010. “The Home Language Environment of Monolingual and Bilingual Children and Their Language Proficiency.” Applied Psycholinguistics 31: 117–140. doi:10.1017/S0142716409990191.
   Web of Science ®Google Scholar
• Schwartz, M. 2014. “The Impact of ‘First Language First’ Model on Vocabulary Development among Preschool Bilingual Children.” Reading and Writing 27 (4): 709–732. doi: 10.1007/s11145-013-9463-2
   Web of Science ®Google Scholar
• Schwartz, M., E. Kozminsky, and M. Leikin. 2009. “Socio-Linguistic Factors in Second Language Lexical Knowledge: The Case of Second-Generation Children of Russian-Jewish Immigrants in Israel.” Language, Culture and Curriculum 22 (1): 15–28. doi:10.1080/07908310802504119.
   Web of Science ®Google Scholar
• Skutnabb-Kangas, T., and P. Toukomaa. 1976. Teaching Migrant Children Mother Tongue and Learning the Language of the Host Country in the Context of the Socio-Cultural Situation of the Migrant Family. Tampere, Finland: Tukimuksia Research Report.
   Google Scholar
• Snow, C. E. 1972. “Mothers’ Speech to Children Learning Language.” Child Development 43: 549–565. doi: 10.2307/1127555
   Web of Science ®Google Scholar
• Snow, C. E., H. Cancino, J. De Temple, and S. Schley. 1991. “Giving Formal Definitions: Linguistic or Metalinguistic Skill?” In Language Processing in Bilingual Children, edited by E. Bialystok, 90–112. Cambridge: Cambridge University Press.
   Google Scholar
• Stevens, P. A. J., N. Clycq, C. Timmerman, and M. Van Houtte. 2011. “Researching Race/Ethnicity and Educational Inequality in the Netherlands: A Critical Review of the Research Literature Between 1980 and 2008.” British Educational Research Journal 37 (1): 5–43. doi: 10.1080/01411920903342053
   Web of Science ®Google Scholar
• Tesser, P. T. M., and J. Iedema. 2001. Rapportage Minderheden 2001: Deel I Vorderingen op school. Den Haag: Sociaal en Cultureel Planbureau.
   Google Scholar
• Verhallen, M., and R. Schoonen. 1998. “Lexical Knowledge in L1 and L2 of 3rd and 5th Graders.” Applied Linguistics 19 (4): 452–470. doi: 10.1093/applin/19.4.452
   Web of Science ®Google Scholar
• Verhoeven, L. 1994. “Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited.” Language Learning 44 (3): 381–415. doi: 10.1111/j.1467-1770.1994.tb01112.x
   Web of Science ®Google Scholar
• Verhoeven, L. 1999. “Literacy and Schooling in a Multilingual Society.” In Effective Early Education: Cross-cultural Perspectives, edited by L. Eldering and P. P. M. Leseman, 213–232. New York: Falmer Press.
   Google Scholar
• Verhoeven, L. 2007. “Early Bilingualism, Language Transfer, and Phonological Awareness.” Applied Psycholinguistics 28: 425–439. doi:10.1017.S0142716407070233.
   Web of Science ®Google Scholar
• Verhoeven, L., G. Extra, Ő. Konak, G. Narain, and R. Zerrouk. 1990. Toets Tweetaligheid (Bilingualism Test). Arnhem: Cito.
   Google Scholar
• Yagmur, K. 2009. “Language Use and Ethnolinguistic Vitality of Turkish Compared with the Dutch in the Netherlands.” Journal of Multilingual & Multicultural Development 30 (3): 219–233. doi: 10.1080/01434630802369445
   Web of Science ®Google Scholar
• Yagmur, K., and Ö. A. Konak. 2009. “Assessment of Language Proficiency in Bilingual Children: How Valid is the Interdependence Hypothesis?” Turkic Languages 13: 274–284.
   Google Scholar
• Yagmur, K., and E. M. Nap-Kolhoff. 2010. “Aspects of Acquisition and Disorders in Turkish-Dutch Bilingual Children.” In Communication Disorders in Turkish in Monolingual and Multilingual Settings, edited by S. Topbas and M. S. Yavas, 269–288. Clevedon: Multilingual Matters.
   Google Scholar