Active bi- and trilingualism and its influencing factors

References

• Arnaus Gil, L., Jiménez-Gaspar, A., & Müller, N. (2018). The acquisition of Spanish SER and ESTAR in bilingual and trilingual children: Delay and enhancement. In A. Cuza & P. Guijarro-Fuentes (Eds.), Language acquisition and contact in the Iberian Peninsula (pp. 91–124). Berlin, Boston: De Gruyter Mouton.
   Google Scholar
• Arnaus Gil, L., & Müller, N. (2018a). Acceleration and delay in bilingual, trilingual and multilingual German-Romance children: Finite verb placement in German. In Linguistic approaches to bilingualism (pp. 1–29). Published online. doi:10.1075/lab.17081.arn
   Google Scholar
• Arnaus Gil, L., & Müller, N. (2018b). French postverbal subjects: A comparison of monolingual, bilingual, trilingual, and multilingual French. Languages, 3, 1–29.
   Google Scholar
• Arnaus Gil, L., Zimmermann, K., Tirado Espinosa, M., & Müller, N. (2020). The acquisition of French adjective placement in monolingual, bilingual, trilingual and multilingual children: A robust syntactic domain. Submitted. Zeitschrift für französische Sprache und Literatur
   Google Scholar
• Barnes, J. (2006). Early trilingualism. A focus on questions. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Barnes, J. (2011). The influence of child-directed speech in early trilingualism. International Journal of Multilingualism, 8(1), 42–62. doi:10.1080/14790711003671861
   Google Scholar
• Barron-Hauwaert, S. (2000). Issues surrounding trilingual families: Children with simultaneous exposure to three languages. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 5(1), 1–13.
   Google Scholar
• Beals, D. (1997). Sources of support for learning words in conversation: Evidence from mealtimes. Journal of Child Language, 24, 673–693. doi:10.1017/S0305000997003267
   PubMed Web of Science ®Google Scholar
• Beals, D. (2001). Eating and reading: Links between family conversations with preschoolers and later language and literacy. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 75–92). Baltimore, USA: Brookes.
   Google Scholar
• Beals, D., & Tabors, P. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers’ exposure to rare vocabulary at home. First Language, 15, 57–76.
   Google Scholar
• Bohnacker, U., Lindgren, J., & Öztekin, B. (2016). Turkish- and German-speaking bilingual 4-to-6-years-olds living in Sweden: Effects of age, SES and home language input on vocabulary production. Journal of Home Language Research, 1, 17–41. doi:10.16993/jhlr.26
   Google Scholar
• Braun, A., & Cline, T. (2010). Trilingual families in mainly monolingual societies: Working towards a typology. International Journal of Multilingualism, 7(2), 110–127. doi:10.1080/14790710903414323
   Google Scholar
• Braun, A., & Cline, T. (2014). Language strategies for trilingual families. Parents’ perspectives. Bristol, UK: Multilingual Matters.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). Hoboken, NJ, US: John Wiley & Sons Inc.
   Google Scholar
• Chevalier, S. (2015). Trilingual language acquisition: Contextual factors affecting active trilingualism. Amsterdam, The Netherlands: John Benjamis.
   Google Scholar
• Cobo-Lewis, A. B., Eilers, R. E., Pearson, B. Z., & Umbel, V. C. (2002). Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In K. Oller & R. Eilers (Eds.), Language and literacy in bilingual children (pp. 118–134). Clevedon, UK: Multilingual Matters.
   Google Scholar
• Cruz-Ferreira, M. (2006). Three is a crowd? Acquiring Portuguese in a trilingual environment. Clevedon, UK: Multilingual Matters.
   Google Scholar
• De Houwer, A. (2004). Trilingual input and children’s language use in trilingual families in Flanders. In C. Hoffmann & J. Ytsma (Eds.), Trilingualism in family, school and community (pp. 118–135). Clevedon, UK: Multilingual Matters.
   Google Scholar
• De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411–424. doi:10.1017/S0142716407070221
   Web of Science ®Google Scholar
• De Houwer, A. (2009). Bilingual first language acquisition. Bristol, UK: Multilingual Matters.
   Google Scholar
• Dewaele, J. (2000). Trilingual first language acquisition: Exploration of a linguistic miracle. La Chouette, 31, 41–45.
   Google Scholar
• Dewaele, J. (2007). Still trilingual at ten: Livia’s multilingual journey. Multilingual Living Magazine, pp. 68–71.
   Google Scholar
• Döpke, S. (1992). One parent one language: An interactional approach. Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Dunn, L. M., Padilla, E. R., Lugo, D. E., & Dunn, L. M. (1986). Test de Vocabulario en Imágenes Peabody. Adaptación Hispanoamericana. Minneapolis, USA: Pearson.
   Google Scholar
• Dunn, L. M., Thériault-Whalen, C. M., & Dunn, L. M. (1993). Échelle de vocabulaire en images Peabody. Toronto, Canada: Pearson.
   Google Scholar
• Faingold, E. D. (1999). The re-emergence of Spanish and Hebrew in a multilingual adolescent. International Journal of Bilingual Education and Bilingualism, 2(4), 283–295. doi:10.1080/13670059908667695
   Google Scholar
• Faingold, E. D. (2000). Pro-active attitudes and educational strategies in early trilingual acquisition: Referential avoidance and parental intervention at the one-word stage. Estudios de Lingüística Aplicada, 32, 58–73.
   Google Scholar
• Ganuza, N., & Hedman, C. (2015). Modersmålsundervisningens roll för utvecklingen av bilitteracitet: Somalisk-svensktalande elever i skolans tidigare år. Uppsala, SwedenTalk given in Uppsala University.
   Google Scholar
• Grüter, T., Hurtado, N., Marchman, V. A., & Fernald, A. (2014). Language exposure and online processing effiency in bilingual development. Relative versus absolute measures. In T. Grüter & J. Paradis (Eds.), Input and experience in bilingual developmemt (pp. 15–36). Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Hakuta, K., & d’Andrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13(1), 72–99.
   Google Scholar
• Hammer, C., Lawrence, F. R., & Miccio, A. W. (2008). Exposure to English before and after entry into head start1: Bilingual children’s receptive language growth in Spanish and English. International Journal of Bilingual Education and Bilingualism, 11, 30–56. doi:10.2167/beb376.0
   PubMedGoogle Scholar
• Helot, C. (1988). Bringing up children in English, French and Irish: Two case studies. Language Culture and Curriculum, 1 (3), 281–287. UK: Taylor & Francis.
   Google Scholar
• Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. doi:10.1016/j.dr.2005.11.002
   Web of Science ®Google Scholar
• Hoff, E., Rumiche, R., Ribot, K., & Welsh, S. (2013). English language acquisition without heritage language loss: Who succeeds? Poster presented at: The Meetings of the Society for Research in Child Development, Seattle, WA.
   Google Scholar
• Hoffmann, C. (1985). Language acquisition in two trilingual children. Journal of Multilingual and Multicultural Development, 6(6), 479–495. doi:10.1080/01434632.1985.9994222
   Google Scholar
• Hoffmann, C., & Stavans, A. (2007). The evolution of trilingual codeswitching from infancy to school age: The shaping of trilingual competence through dynamic language dominance. International Journal of Bilingualism, 11(1), 55–72. doi:10.1177/13670069070110010401
   Web of Science ®Google Scholar
• Juan-Garau, M., & Pérez-Vidal, C. (2001). Mixing and pragmatic parental strategies in early bilingual acquisition. Journal of Child Language, 28, 59–86. doi:10.1017/S0305000900004591
   PubMed Web of Science ®Google Scholar
• Kasuya, H. (1998). Determinants of language choice in bilingual children: The role of input. The International Journal of Bilingualism, 2(3), 327–346. doi:10.1177/136700699800200304
   Google Scholar
• Kazzazi, K. (2011). Ich brauche mix-cough: Cross-linguistic influence involving German, English and Farsi. International Journal of Multilingualism, 8(1), 63–79. doi:10.1080/14790711003671879
   Google Scholar
• Kleineberg, D., Arnaus Gil, L., & Müller, N. (2020). The acquisition of the Spanish copula system in mono-, bi- and trilingual children. Submitted. Revista Española de Lingüística Aplicada
   Google Scholar
• Lanza, E. (2004). Language mixing in infant bilingualism: A sociolinguistic perspective (2 ed.). Oxford: Oxford University Press.
   Google Scholar
• Lenhard, A., Lenhard, W., Segerer, R., & Suggate, S. (2015). Peabody picture vocabulary test. PPVT-4. Germany: Pearson.
   Google Scholar
• Lenhard, W., & Lenhard, A. (2015). Normwertrechner. Bibergau: Psychometrica. Retrieved from https://www.psychometrica.de/normwertrechner.html
   Google Scholar
• Maneva, B. (2004). ‘Maman, je suis polyglotte!’: A case study of multilingual language acquisition from 0 to 5 years. International Journal of Multilingualism, 1(2), 109–122. doi:10.1080/14790710408668182
   Google Scholar
• Müller, N., Arnaus Gil, L., Eichler, N., Geveler, J., Hager, M., Jansen, V., Patuto, M., Repetto, V., & Schmeißer, A. (2015). Code-Switching: Spanisch, Italienisch, Französisch. Eine Einführung. Tübingen: Narr.
   Google Scholar
• Oller, K., Pearson, B., & Cobo-Lewis, A. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28, 191–230. doi:10.1017/S0142716407070117
   PubMed Web of Science ®Google Scholar
• Pearson, B., Fernández, S., Lewedeg, V., & Oller, D. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguist, 18, 41–58. doi:10.1017/S0142716400009863
   Web of Science ®Google Scholar
• Peña, E. (2007). Lost in translation: Methodological considerations in cross‐cultural research. Child Development, 18(4), 1255–1264. doi:10.1111/j.1467-8624.2007.01064.x
   Web of Science ®Google Scholar
• Petermann, F., & Lipsius, M. (2009). WPPSI-III - Wechsler preschool and primary scale of intelligence- Third edition - deutsche Version (2 ed.). Frankfurt a. M, Germany: Pearson.
   Google Scholar
• Poeste, M., Müller, N., & Arnaus Gil, L. (2019). Code-mixing and language dominance: Bilingual, trilingual and multilingual children compared. International Journal of Multilingualism, 16(4), 459–491. doi:10.1080/14790718.2019.1569017
   Web of Science ®Google Scholar
• Quay, S. (2001). Managing linguistic boundaries in early trilingual development. In J. Cenoz & F. Genesee (Eds.), Trends in Bilingual Acquisition (pp. 149–199). Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Quay, S. (2008). Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context. First Language, 28(1), 5–33. doi:10.1177/0142723707083557
   Google Scholar
• Quay, S. (2011). Trilingual toddlers at daycare centres: The role of caregivers and peers in language development. International Journal of Multilingualism, 8(1), 22–41. doi:10.1080/14790711003671853
   Google Scholar
• Romaine, S. (1995). Bilingualism (2 ed.). Oxford, UK: Blackwell.
   Google Scholar
• Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 8, 1762–1774. doi:10.1111/j.1467-8624.2012.01805.x
   Web of Science ®Google Scholar
• Sivakumar, A., Müller, N., & Arnaus Gil, L. (2020). Code-mixing in the weak language: A case study of the simultaneous acquisition of French, Italian and Spanish. In P. Guijarro Fuentes & C. Suarez (Eds.), New trends in language acquisition within the generative perspective (pp.165–193). Dordrecht: Springer. doi: 10.1007/978-94-024-1932-0
   Google Scholar
• Sivakumar, A., Sette, N., Müller, N., & Arnaus Gil, L. (2020). Die Entwicklung des rezeptiven Wortschatzes bei bi-, tri- und multilingual aufwachsenden Kindern. Hamburg. Helmut Busse Verlag GmbH: Linguistische Berichte. doi: 10.1007/978-94-024-1932-0
   Google Scholar
• Stavans, A., & Swisher, V. (2006). Language switching as a window on trilingual acquisition. International Journal of Multilingualism, 3(3), 193–220. doi:10.2167/ijm020.0
   Google Scholar
• Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingual Education and Bilingualism, 15, 426–445. doi:10.1177/1367006911403202
   Web of Science ®Google Scholar
• Wang, X. (2008). Growing up with three languages. birth to eleven. Parents’ and teachers’ guides. Bristol, UK: Multilingual Matters.
   Google Scholar
• Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265–279. doi:10.1037/0012-1649.37.2.265
   PubMed Web of Science ®Google Scholar