Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Garcia-Castro, G., Avila-Varela, D. S., Castillejo, I. et Sebastian-Galles, N.
(2025). Cognate beginnings to bilingual lexical acquisition.
Child Development, 96(1), 286-300.
Özkan, F. E., Ronfard, S., Aydın, Ç. et Köymen, B.
(2025). Turkish- and English-speaking 3-year-old children are sensitive to the evidential strength of claims when revising their beliefs.
Journal of Experimental Child Psychology, 249, article 106068.
Foster, M. E., Caemmerer, J. M., Hennessy, B., Smith, S. A., López, L. M. et Spencer, T. D.
(2025). Predictors of Kindergarten Science Achievement and Its Growth Across Elementary School for Multilingual and English Monolingual Learners.
The Elementary School Journal, 125(2), 233-260.
Luo, R., Song, L., Davis-Hilton, A. et Surrain, S.
(2025). Parental Beliefs and Knowledge About Dual Language Learning and Education (KnDLLE) Predict Children’s Spanish and English Experiences at Home.
Early Childhood Education Journal, 53(1), 287-298.
Pérez-Navarro, J. et Lallier, M.
(2025). The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years.
Child Development, 96(1), 176-191.
Spencer, T. D., Kirby, M.S., Garcia, A.R. et Sturm, B.
(2025). Additive Effect, Feasibility, and Cost-Effectiveness of Family Engagement Activities that Supplement Dual Language Preschool Instruction.
Early Childhood Education Journal, 53(1), 175-193.
Wessels, S. et Trainin, G.
(2025). From Bilingual to Biliteracy: Learning from Families.
Early Childhood Education Journal, 53(1), 315-326.
Schick, A., Wuest, C. et Melzi, G.
(2025). A new set of tools for capturing the language used by and with latine preschoolers: The index of sophisticated preschool vocabulary / Índice de vocabulario sofisticado pre-escolar.
Early Childhood Research Quarterly, 71, 26-34.
Choi, J.-Y. et Shen, Y.
(2025). Profiles of home language environment in Head Start classrooms: Patterns and associated developmental skills for Spanish-English dual language learners.
Early Childhood Research Quarterly, 70, 298-309.
Heinz, H., Bell, D., Castillo, D., Fowler, R., Cordova, Y., Lesansee, S., Breidenbach, A. L., Juarez, R., Acharya, B. et Kaminsky, A.
(2025). Child care use, preferences and access constraints among Native American, immigrant, refugee and Spanish-speaking families in New Mexico.
Early Childhood Research Quarterly, 70, 393-403.
Kaplan Toren, N. et Schwartz, M.
(2025). Professional development of preschool teacher assistants in multilingual and multicultural contexts.
Early Childhood Education Journal, 53(3), 903-915.
Kim, S.J., Park, S., Hachey, A.C. et Li, I.
(2025). Using Music Media to Facilitate Family Critical Media Literacy Practices: A Multiple Case Study with Preschool Bilingual Children.
Early Childhood Education Journal, 53(4), 1013-1025.
Kucherenko, S., Rydland, V. et Grøver, V.
(2025). Dual-language learners’ questions and teacher responses in shared reading in preschool.
Early Childhood Education Journal, 53(3), 727-739.
McInnes, E., Whitington, V., Neill, B. et Farndale, A.
(2025). Professional learning supporting multilingual children’s social and emotional development in diverse australian early childhood education and care settings.
Early Childhood Education Journal, 53(3), 779-790.
Moore, C., Williams, M. E. et Byers-Heinlein, K.
(2025). The effects of referential continuity on novel word learning in bilingual and monolingual preschoolers.
Journal of Experimental Child Psychology, 252, article 106180.
Sander-Montant, A., Bissonnette, R. et Byers-Heinlein, K.
(2025). Like mother like child: Differential impact of mothers' and fathers' individual language use on bilingual language exposure.
Child Development, 96(2), 662-678.
Schächinger Tenés, L. T., Weiner-Bühler, J. C., Grob, A. et Segerer, R. K.
(2025). How to juggle languages: Verbal short-term memory as a key predictor of code-switching in dual language learning 3- to 6-year-olds.
Cognitive Development, 73, article 101543.
Schwartz, M. et Ragnarsdóttir, H.
(2025). Model for home-preschool continuity in linguistically and culturally diverse settings.
Frontiers in Psychology, 15, article 1408452.
Almqvist, L. et Finnman, J.
(2025). Engagement in Activity Settings of First and Second Language Learners in Preschool - The Role of Qualified Preschool Teachers and Classroom Structure.
Early Education and Development, 36(3), 744-765.
Core, C., Pfister, J., Rumiche, R. et Hoff, E.
(2025). Parent language proficiency is a source of variance in CDI scores for bilingual children.
International Journal of Behavioral Development, 49(1), 49-55.
Cheung, P., Bourque, T., Ang, D. et Merkley, R.
(2025). Early number acquisition in bilingual children.
Cognitive Development, 73, article 101541.
Jiang, Y. et Lau, C.
(2025). Home literacy environment and Chinese Children’s second language development: A cross-lagged analysis.
Early Childhood Research Quarterly, 72, 262-272.
Laursen, H. P. et Daugaard, L. M.
(2025). Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class.
Journal of Early Childhood Literacy, 25(2), 463-486.
Park, S., Piasta, S. B. et Sayer, P. M.
(2025). An initial yet rigorous test of multisensory alphabet instruction for English monolingual and emergent bilingual children.
Early Childhood Research Quarterly, 72, 328-338.
Rojas, N.M.
(2025). Spanish-English Emergent Bilingual Children’s Classroom Language Interactions: A Latent Profile Approach.
Early Childhood Education Journal, 53(5), 1729-1739.
Romero, M.E., Hung, C. et Whitney, S.D.
(2025). Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students’ Reading Achievement.
Early Childhood Education Journal, 53(5), 1693-1703.
Sembiante, S. F., Bengochea, A. et Gort, M.
(2025). Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom.
Journal of Early Childhood Literacy, 25(2), 283-307.
Birulés, J., Bosch, L., Lewkowicz, D. J. et Pons, F.
(2024). Time course of attention to a talker’s mouth in monolingual and close-language bilingual children.
Developmental Psychology, 60(1), 135-143.
Gámez, P. B., Galindo, M. et Jáuregui, C.
(2024). Child-level factors associated with Spanish-English bilingual toddlers’ productive vocabulary growth.
Developmental Psychology, 60(1), 144-158.
Gonzalez, J. E. Kim, H., Anderson, J. et Pollard-Durodola, S.
(2024). The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners.
Early Childhood Research Quarterly, 66(1er quartier), 34-47.
Rabin, J., Vaughn, L., Trott, C. et Jacquez, F.
(2024). Exploring Parental Perceptions of Early Childhood Education Among Spanish-Speaking Latinx Families.
Early Childhood Education Journal, 52(1), 139-154.
Alipour, J. et Ranjbar, M.
(2024). A metaphorical advantage for bilingual children? Understanding figurative meaning by L2 and L3 EFL learners.
Journal of Child Language, 51(2), 339-358.
August, D. L., Carlson, C. D., Barr, C. D. et Bergey, R.
(2024). COLLTS: A Promising Interactive Read-Aloud Intervention for Three-Year-Old Dual-Language Learners.
Early Childhood Education Journal, 52(3), 515-525.
Bodéré, A., Zenner, E., Vanbuel, M., Clycq, N. et Van Den Branden, K.
(2024). The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children.
Journal of Child Language, 51(2), 314-338.
Finnman, J., Söderbäck, M., Sjöman, M., Welander, J. et Almqvist, L.
(2024). Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden.
Early Education and Development, 35(3), 628-646.
Fumero, K., Wood, C. et Phillips, B.
(2024). Supportive language strategies for preschool dual language learners: Associations with early language outcomes.
Early Childhood Research Quarterly, 67(2^e quartier), 101-110.
Korade, C., Nicoladis, E. et Charest, M.
(2024). Monolingual and bilingual children’s production of complex syntactic structures.
Journal of Child Language, 51(2), 454-469.
Lee, H. et Song, H.
(2024). Exposure to foreign languages through live interaction can facilitate children’s acceptance of multiple labeling conventions across languages.
Journal of Child Language, 51(2), 470-484.
Nematova, S., Zinszer, B. et Jasinska, K. K.
(2024). Exploring audiovisual speech perception in monolingual and bilingual children in Uzbekistan.
Journal of Experimental Child Psychology, 239, article 105808.
Petrescu, M. C. et Helms-Park, R.
(2024). Trilingualism and reading difficulty in a third (school) language: A case study of an at-risk child in French immersion.
Journal of Early Childhood Literacy, 24(1), 20-43.
Gosselin-Lavoie, C. et Charrette, J.
(2024). Quand l’école promeut des albums plurilingues de littérature jeunesse pour soutenir des pratiques inclusives de collaboration avec les familles en milieu pluriethnique et plurilingue.
Revue Hybride de l’Éducation (RHÉ), 8(2), 1-26.
Tamis-LeMonda, C. S., Kachergis, G., Masek, L. R., Gonzalez, S. L., Soska, K. C., Herzberg, O., Xu, M., Adolph, K. E., Gilmore, R. O., Bornstein, M. H., Casasola, M., Fausey, C. M., Frank, M. C., Goldin-Meadow, S., Gros-Louis, J., Hirsh-Pasek, K., Iverson, J., Lew-Williams, C., MacWhinney, B., Marchman, V. A., Naigles, L., …, Yurovsky, D.
(2024). Comparing apples to manzanas and oranges to naranjas: A new measure of English-Spanish vocabulary for dual language learners.
Infancy, 29(3), 302-326.
Escamilla, I. M., Alanís, I. et Meier, D. R.
(2024). Translanguaging and Learning Stories in preschool: Supporting language rights and social justice for Latinx children, families, and educators.
Contemporary Issues in Early Childhood, 25(2), 162-185.
Huang, W., Weinert, S. et Volodina, A.
(2024). Relations between early majority language and socioemotional development in children with different language backgrounds.
Child Development, 95(3), 895-912.
Piot, L., Chen, H., Picaud, A., Dos Santos, M., Granjon, L., Luo, Z., To, A. W. H., Lai, R. Y., Cheung, H. et Nazzi, T.
(2024). Tonal interference in word learning? A comparison of Cantonese and French.
Journal of Experimental Child Psychology, 242, article 105883.
Shen, Y. et Choi, J.-Y.
(2024). Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs.
Early Childhood Research Quarterly, 68(3^e quartier), 148-158.
Sommer, T. E., Tighe, L. A., Sabol, T. J., Chor, E., Chase-Lansdale, P. L., Yoshikawa, H., Brooks-Gunn, J., Morris, A. S. et King, C. T.
(2024). The effects of a two-generation English as a second language (ESL) intervention on immigrant parents and children in Head Start.
Applied Developmental Science, 28(3), 227-246.
Alvarez, C. et Downer, J.
(2024). Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement.
Early Education and Development, 35(6), 1156-1175.
Blom, E., Yazıcı, G., Boerma, T. et van Witteloostuijn, M.
(2024). A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder.
Cognitive Development, 71, article 101481.
Choi, J. Y., Jeon, S. et Arabzadehjafari, F.
(2024). Learning Two Languages: Dual Language Learning Patterns, Predictors, and Outcomes.
Early Education and Development, 35(6), 1214-1234.
Kultti, A.
(2024). Differentiation of ‘multilingual children’ in early education through knowledge of family language practices.
Early Child Development and Care, 194(7-8), 914-924.
Libersky, E., Slawny, C. et Kaushanskaya, M.
(2024). Effects of dual- and single-language exposure on children’s word learning: Experimentally testing the role of competition.
Journal of Experimental Child Psychology, 244, article 105953.
Ramírez, R., López, L. M., Hernandez Gonzalez, O., Galicia, M., Komaroff, E. et Scheffner Hammer, C.
(2024). Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children.
Early Education and Development, 35(6), 1256-1273.
Ridley, J. et Rowe, L. W.
(2024). Translaguaging Pedagogies.
Journal of Early Childhood Literacy, 24(3), numéro thématique.
Rosemberg, C. R., Ojea, G., Alam, F., Garber, L., Stein, A., De Benedictis, C., Jackson-Maldonado, D. et Friend, M.
(2024). Assessment of vocabulary comprehension in Bilingual Qom - Spanish Indigenous children in Northern Argentina: Evidence for education, language preservation, and psycholinguistic theory.
Cognitive Development, 71, article 101488.
Jones Diaz, C., Cardona, B. et Escudero, P.
(2024). Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia: Challenges and opportunities.
Contemporary Issues in Early Childhood, 25(4), 488-502.
Pontier, R. W. et Riera, D.
(2024). Self-identified Spanish-speaking early childhood educators abriendo puertas for bilingualism through a care-based linguistic stewardship of Spanish.
Contemporary Issues in Early Childhood, 25(4), 473-487.
Valencia Mazzanti, C.
(2024). Translanguaging, multilingualism, and multimodality in young children’s mathematics learning.
Contemporary Issues in Early Childhood, 25(4), 413-428.
Baralt, M., Griffith, S. F., Hanson, K. L., André, N., Blair, L. et Bagner, D. M.
(2024). How family needs informed an early literacy family reading program in multilingual and multicultural Miami-Dade County.
Journal of Early Childhood Literacy, 24(4), 723-755.
Bulgarelli, F., Barry, S. et Bergelson, E.
(2024). Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants.
Cognitive Development, 72, article 101508.
Gutiérrez-Fresneda, R., Pozo Rico, T., García Tárraga, M. J. et Jiménez-Pérez, E.
(2024). Effect of the development of precursor skills for literacy in Spanish on learning to read in English.
The Journal of Educational Research, 117(5), 284-293.
Paquette, J. et Groleau, A.
(2024). La vulnérabilité chez les enfants de maternelle 5 ans anglophones au Québec : portrait et comparaison avec les enfants francophones.
Institut de la statistique du Québec.
Crespo, K., Vlach, H. et Kaushanskaya, M.
(2023). The effects of bilingualism on children’s cross-situational word learning under different variability conditions.
Journal of Experimental Child Psychology, 229, article 105621.
Harvey, H. et Wennerstrom, E. K.
(2023). Hearing their voices: Parents’ perceptions of preschool special education evaluations with dual-langage learners.
Topics in Early Childhood Special Education, 43(1), 46-59.
Kong, N. Y. et Hurless, N.
(2023). Vocabulary interventions for young emergent bilingual children: A systematic review of experimental and quasi-experimental studies.
Topics in Early Childhood Special Education, 43(1), 17-29.
Langeloo, A., Deunk, M. I., Lara, M. M. et Strijbos, J.-W.
(2023). Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms.
Journal of Research in Childhood Education, 37(1), 136-158.
Partika, A.
(2023). The intersection of teacher-child language & ethnic match for Hispanic/Latine dual language learners in early elementary school.
Early Childhood Research Quarterly, 62(1^st quarter), 347-359.
Partika, A., Johnson, A. D., Phillips, D. A. et The Tulsa SEED Study Team.
(2023). Exploring the predictors of enrollment and kindergarten entry skills of Spanish-speaking dual language learners in a mixed-delivery system of public preschool.
Children and Youth Services Review, 148, article 106857.
Rojas, N. M., Yoshikawa, H. et Morris, P.
(2023). Preschool Children’s Engagement and School Readiness Skills: Exploring Differences between Spanish-speaking Dual Language Learners and Monolingual English-speaking Preschoolers.
Early Education and Development, 34(1), 86-110.
Solari, E. J., Zucker, T. A. et Grimm, R. P.
(2023). An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children.
Early Education and Development, 34(1),111-127.
Xi, Y. et Geva, E.
(2023). A 4-year longitudinal study examining lexical and syntactic bootstrapping in English Language Learners (ELLs) and their monolingual peers.
Developmental Psychology, 59(1), 161-172.
Zhang, X., Lau, C. et Su, Y.
(2023). Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-analysis*.
Early Education and Development, 34(1), 274-305.
Choi, J. Y., Van Pay, C. K. et Beecher, C. C.
(2023). Preschool language exposure and use: A comparison study of dual-language learners and English monolingual children.
Infant and Child Development, 32(3), e2420.
Jurkic, A., Halliday, S. E. et Hascher, T.
(2023). The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany.
Early Childhood Research Quarterly, 64 (3rd quarter), 72-83.
Limlingan, M. C. et McWayne, C. M.
(2023). More Than Words: A Qualitative Study on the Links Between Preschool Teachers’ Classroom Practices and Their Language Ideologies About Dual Language Learners.
Early Childhood Education Journal, 51(6), 981-996.
Surrain, S., Curenton, S. M. et Tapia, C. J.
(2023). Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings.
Early Education and Development, 34(4), 885-909.
Trawick-Smith, J., DeLapp, J., Bourdon, A., Flanagan, K. et Godina, F.
(2023). The Influence of Teachers, Peers, and Play Materials on Dual Language Learners’ Play Interactions in Preschool.
Early Childhood Education Journal, 51(6), 863-873.
Verbeek, L., Vissers, C., Kleemans, T., Scheper, A. et Verhoeven, L.
(2023). Early intervention of language and behavior in monolingual and bilingual preschoolers with Developmental Language Disorders.
Early Childhood Research Quarterly, 64(3rd quarter), 106-118.
Abraham, S.
(2023). Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy.
Journal of Early Childhood Literacy, 23(4), 617-641.
Alenezi, H., Ihmeideh, F. M. et Alshaboul, Y.
(2023). Kindergarten teachers’ challenges in teaching English as a foreign language to children.
International Journal of Early Years Education, 31(3), 722-737.
Arreguín, M. G., Alanís, I. et Salinas-González, I.
(2023). An Interdisciplinary Biliteracy Sequence: Aligning Daily Instruction with the Way Young Bilingual Children Learn.
Childhood Education, 99(4), 40-47.
Hong, S. L. S., Yazejian, N. et Bryant, D.
(2023). Is starting earlier better? A propensity score analysis of toddler-year impacts for English only and Spanish-speaking dual language learners.
Early Childhood Research Quarterly, 65(4), 1-12.
Huang, R., Baker, E. R. et Wang, T.
(2023). Early bilingualism enhances theory of mind in children from low-income households via executive function skills.
Cognitive Development, 68, article 101389.
Kandemirci, B., Theakston, A., Boeg Thomsen, D. et Brandt, S.
(2023). Does evidentiality support source monitoring and false belief understanding? A cross-linguistic study with Turkish- and English-speaking children.
Child Development, 94(4), 889-904.
Kucherenko, S., Rydland, V. et Grøver, V.
(2023). Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool.
Early Education and Development, 34(7), 1528-1544.
Liu, C.
(2023). The Implementation of Translanguaging in Ontario Canada Early Childhood Education Curriculum : A Literature Review.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 14(1), 106-118.
Park, S. O.
(2023). Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy.
Contemporary Issues in Early Childhood, 24(2), 97-123.
Siow, S., Gillen, N. A., Lepădatu, I. et Plunkett, K.
(2023). Double it up: Vocabulary size comparisons between UK bilingual and monolingual toddlers.
Infancy, 28(6), 1030-1051.
Wong, J. M. S.
(2023). Embracing team heterogeneity: a case study of the collaborative teaching practice in an international kindergarten in Hong Kong.
International Journal of Child Care and Education Policy, 17, article 17.
Cekaite, A. et Simonsson, M.
(2023). Guided Play Supporting Immigrant Children’s Participation and Bilingual Development in Preschools.
International Journal of Early Childhood, 55(3), 403-420.
Cohen, L.
(2023). A vygotskian framework for observing and teaching bilingual and English-only players.
American Journal of Play, 15(3), 333-358.
Armand, F., Gosselin-Lavoie, C., Borri-Anadon, C. et Élaine Turgeon
(2022). Exploitation des Albums plurilingues ÉLODiL à l’éducation préscolaire: effets sur les représentations sur les langues d’enfants en milieu pluriethnique et plurilingue.
Publije, 1, en ligne.
Bouchon, C., Hochmann, J.-R. et Toro, J. M.
(2022). Spanish-learning infants switch from a vowel to a consonant bias during the first year of life.
Journal of Experimental Child Psychology, 221, article 105444.
Clayton, R. J., Hein, S., Keller-Margulis, M. A. et Gonzalez, J. E.
(2022). Associations Between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners.
Journal of Research in Childhood Education, 36(2), 219-238.
Fibla, L., Sebastian-Galles, N. et Cristia, A.
(2022). Is there a bilingual disadvantage for word segmentation? A computational modeling approach.
Journal of Child Language, 49(6), 1119-1146.
Gao, Q., Hall, A., Linder, S., Leonard, A. et Qian, M.
(2022). Promoting Head Start Dual Language Learners’ Social and Emotional Development Through Creative Drama.
Early Childhood Education Journal, 50(5), 761-771.
García-Alvarado, S., Arreguín, M. G. et Ruiz-Escalante, J. A.
(2022). Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories: A participatory study.
Journal of Early Childhood Literacy, 22(2), 232-253.
Germain, N., Gonzalez-Barrero, A. M. et Byers-Heinlein, K.
(2022). Gesture development in infancy : Effects of gender but not bilingualism.
Infancy, 27(4), 663‑681.
Kartushina, N., Rosslund, A. et Mayor, J.
(2022). Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families.
Journal of Child Language, 49(6), 1093-1118.
Li, J.-T., Arizmendi, G. D. et Swanson, H. L.
(2022). The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills.
Early Childhood Research Quarterly, 61, 90-105.
Miller Marsh, M., Mariyam, M., Durant, K. et Zhulamanova, I.
(2022). “Do you talk normal?”: Piecing together learning experiences with emergent bilingual preschoolers.
Journal of Early Childhood Research, 20(2), 185-198.
Peace-Hughes, T., Cohen, B. J., Jamieson, L. et Tisdall, E. K. M.
(2022). Children, childhoods and bilingualism: Exploring experiences, perspectives and policies.
Children & Society, 36(3), 301-304.
Peleman, B., Van Der Wildt, A. et Vandenbroeck, M.
(2022). Home language use with children, dialogue with multilingual parents and professional development in ECEC.
Early Childhood Research Quarterly, 61, 70-80.
Romero-Moreno, A. et Vargas-Urpí, M.
(2022). The gift of language: An anthropological approach to child language brokering in Barcelona.
Children & Society, 36(3), 415-431.
Élaine Turgeon, Armand, F., Gosselin-Lavoie, C. et Sarah Jane Mc Kinley
(2022). Effet de la lecture indiciaire sur le développement de conduites discursives orales d’enfants de maternelle 5 ans en milieu pluriethnique et plurilingue.
Éducation et francophonie, 50(1), en ligne.
Willard, J. A., Leyendecker, B., Kohl, K., Bihler, L.-M. et Agache, A.
(2022). Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?
Applied Developmental Science, 26(4), 704-725.
Hindman, A. H. et Wasik, B. A.
(2022). Building vocabulary in two languages: An examination of Spanish-speaking Dual Language Learners in Head Start.
Early Childhood Research Quarterly, 31, 19‑33.
Côté, S., Gonzalez-Barrero, A. M. et Byers-Heinlein, K.
(2021). Multilingual toddlers’ vocabulary development in two languages: Comparing bilinguals and trilinguals.
Journal of Child Language, 49(1), 114-130.
Sun, H., Roberts, A. C. et Bus, A.
(2021). Bilingual children’s visual attention while reading digital picture books and story retelling.
Journal of Experimental Child Psychology, 215, article 105327.
Ertanir, B., Kaiser‐Kratzmann, J. et Sachse, S.
(2021). Long-term interrelations between socio-emotional and language competencies among preschool dual language learners in Germany.
British Journal of Educational Psychology, 91(2), article 12391.
Fecher, N. et Johnson, E. K.
(2021). Developmental improvements in talker recognition are specific to the native language.
Journal of Experimental Child Psychology, 202, article 104991.
Winstone, L. K., Benitez, V. L. et van Huisstede, L.
(2021). Patterns of maternal interactive behaviors and dual vocabulary development in Mexican American children.
Developmental Psychology, 57(11), 1866‑1879.
Pace, A., Luo, R., Levine, D., Iglesias, A., Villiers, J. de, Golinkoff, R. M., Wilson, M. S. et Hirsh‐Pasek, K.
(2021). Within and Across Language Predictors of Word Learning Processes in Dual Language Learners.
Child Development, 92(1), 35-53.
Quick, A. E. et Hartmann, S.
(2021). The Building Blocks of Child Bilingual Code-Mixing: A Cross-Corpus Traceback Approach.
Frontiers in Psychology, 12, article 682838.
Singh, L. et Tan, A. R. Y.
(2021). Beyond perceptual narrowing : Monolingual and bilingual infants discriminate Hindi contrasts when learning words in the second year of life.
Developmental Psychology, 57(1), 19‑32.
Tomter Alstad, G. et Mourão, S. (dir.).
(2021). Multilingual Childhoods.
European Early Childhood Education Research Journal, 29(3), numéro thématique.
Wackerle-Hollman, A. K., Durán, L. K. et Miranda, A.
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