The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Social factors in childhood bilingualism in the United States
Open accessAbstract
A number of studies have shown that approximately one-quarter of children in potentially bilingual environments do not become bilingual. This article explores several key factors that influence the likelihood that a child who has access to interactions in two languages will learn them both. The five factors discussed are input, language status, access to literacy, family language use, and community support, including schooling. It is argued that the quantity of input has the greatest effect on whether a minority language will be learned, but language status and attitudes about language also play a role. When families are proactive and provide daily activities for children in the minority language, the children respond by learning it. In addition, dual-immersion, “two-way” schooling is shown to benefit children's level of language proficiency in the minority language without diminishing their progress in the community language.
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Cites
Variability in Early Communicative Development
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., Tomasello, M., Mervis, C. B., & Stiles, J. (1994) · Monographs of the Society for Research in Child Development · doi:10.2307/1166093 · Cited by 2,790
Bilingualism in Development: Language, Literacy, and Cognition
Bialystok, E. (2001) · doi:10.1017/cbo9780511605963 · Cited by 2,270
The relation of input factors to lexical learning by bilingual infants
Pearson, B. Z., Fernandez, S. C., Lewedeg, V., & Oller, D. K. (1997) · Applied Psycholinguistics · doi:10.1017/s0142716400009863 · Cited by 804
Self-citationCan Threatened Languages be Saved?
(2001) · Multilingual Matters eBooks · doi:10.21832/9781853597060 · Cited by 700
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(2002) · Multilingual Matters eBooks · doi:10.21832/9781853595721 · Cited by 532
(1976) · Cited by 442
Some Properties of Bilingual Maintenance and Loss in Mexican Background High-School Students
KENJI, H., & D'ANDREA, D. (1992) · Applied Linguistics · doi:10.1093/applin/13.1.72 · Cited by 324
CUMMINS, J. (2004) · Journal of Child Language · doi:10.1017/s0305000904226290 · Cited by 324
Bialystok, E., & Senman, L. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00693.x · Cited by 229
Bilingual Children: From Birth to Teens
Centurion, H., & Saunders, G. (1990) · The Modern Language Journal · doi:10.2307/327639 · Cited by 184
Cited by
Hoff, E. (2013) · Developmental Psychology · doi:10.1037/a0027238 · Cited by 976
Properties of dual language exposure that influence 2-year-olds' bilingual proficiency
Place, S., & Hoff, E. (2011) · Child Development · doi:10.1111/j.1467-8624.2011.01660.x · Cited by 614
The relationship between bilingual exposure and vocabulary development
Thordardottir, E. (2011) · International Journal of Bilingualism · doi:10.1177/1367006911403202 · Cited by 559
MACINTYRE, P. D., BURNS, C., & JESSOME, A. (2011) · The Modern Language Journal · doi:10.1111/j.1540-4781.2010.01141.x · Cited by 190
Prevoo, M. J. L., Malda, M., Emmen, R. A. G., Yeniad, N., & Mesman, J. (2015) · Language Learning · doi:10.1111/lang.12099 · Cited by 41
Metadata
- Authors
- PEARSON, B. Z.
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 2007-06-11
- Volume
- 28
- Issue
- 3
- Pages
- 399-410
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2147521188
- Cited by
- 299
- References
- 18
- FWCI
- 34.43
- Type
- journal article
- Language
- en
- Open access
- bronze
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
