The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
A longitudinal study of Chinese children and adolescents learning English in the United States
Abstract
Ten native Chinese-speaking children and adolescents who immigrated to the United States between ages 5 and 16 were studied for 3 years. The changes in their language preferences, language environments, and proficiency in English, their second language (L2), as well as Chinese, their first language (L1), were measured quantitatively and qualitatively. Participants with arrival ages of 9 or younger switched their language preference from L1 to L2 within the first year, were exposed to a significantly richer L2 than L1 environment, and became more proficient in L2 than in L1. The older participants maintained their preference for L1 across the 3 years, were exposed to a significantly richer L1 than L2 environment, and maintained L1 as the more proficient language. Interactions among L1 proficiency, peer interactions, social abilities, and cultural preferences jointly influenced the dominant language switch or maintenance processes.
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Kroll, J. F., & Stewart, E. (1994) · Journal of Memory and Language · doi:10.1006/jmla.1994.1008 · Cited by 2,656 · cited 1×
“A series of studies has shown that for beginning adult L2 learners, words in L2 indirectly access concepts via words in L1, but advanced L2 learners have direct access to concepts for words in both languages (e.g., Kroll & Stewart, 1994; Sholl, Sankaranarayanan, & Kroll, 1995).”
BackgroundNeurolinguists, beware! The bilingual is not two monolinguals in one person.
Grosjean, F. (1989) · Brain and Language · doi:10.1016/0093-934x(89)90048-5 · Cited by 1,490
The critical period for language acquisition: Evidence from second language learning
Snow, C. E., & Hoefnagel-Hohle, M. (1978) · Child Development · doi:10.2307/1128751 · Cited by 607
Cunningham, A. E., & Stanovich, K. E. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.2.264 · Cited by 493
JIA, G., AARONSON, D., & WU, Y. (2002) · Applied Psycholinguistics · doi:10.1017/s0142716402004058 · Cited by 229
Self-citationKohnert, K. J., Bates, E., & Hernandez, A. E. (1999) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4206.1400 · Cited by 219
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Montrul, S. (2015) · doi:10.1017/cbo9781139030502 · Cited by 900
Paradis, J. (2011) · Linguistic Approaches to Bilingualism · doi:10.1075/lab.1.3.01par · Cited by 608
The Revised Speech Learning Model (SLM-r)
Flege, J. E., & Bohn, O.-S. (2021) · Second Language Speech Learning · doi:10.1017/9781108886901.002 · Cited by 429
The Specificity Principle in Acculturation Science
Bornstein, M. H. (2017) · Perspectives on Psychological Science · doi:10.1177/1745691616655997 · Cited by 394
Foreign Accent: The Phenomenon of Non-native Speech
Moyer, A. (2013) · doi:10.1017/cbo9780511794407 · Cited by 304
Metadata
- Authors
- JIA, G., & AARONSON, D.
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 2003-01-21
- Volume
- 24
- Issue
- 1
- Pages
- 131-161
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2134556720
- Cited by
- 323
- References
- 6
- FWCI
- 32.50
- Type
- journal article
- Language
- en
- Open access
- closed
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