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The cognitive development of young dual language learners: A critical review

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Barac, Raluca, Bialystok, Ellen, Castro, Dina C., Sanchez, Marta·2014·Early Childhood Research Quarterly
DOI 10.1016/j.ecresq.2014.02.003
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Abstract

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.

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Metadata

Authors
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M.
Venue
Early Childhood Research Quarterly
Publisher
Elsevier BV
Published
2014
Volume
29
Issue
4
Pages
699-714
ISSN
0885-2006 (ISSN-L)
DOI
10.1016/j.ecresq.2014.02.003
OpenAlex
W2091330584
Cited by
457
References
13
FWCI
68.93
Type
journal article
Language
en
Open access
green
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)

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Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2014.02.003

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