Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

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.
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.
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.
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.
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.
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.
(2020). Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood.
Topics in Early Childhood Special Education, 40(1), 24-38.
Sun, H., Ng, S. C., O’brien, B. A. et Fritzsche, T.
(2020). Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages.
Journal of Child Language, 47(4), 817-843.
Soltero-González, L. et Butvilofsky, S.
(2020). Emergent Sound-Letter Correspondences in the Early Biliterate Writing Development of Simultaneous Bilingual Children.
Journal of Research in Childhood Education, 34(3), 346-366.
Singh, L., Quinn, P. C., Qian, M. et Lee, K.
(2020). Bilingualism is associated with less racial bias in preschool children.
Developmental Psychology, 56(5), 888-896.
Reilly, S. E., Johnson, A. D., Luk, G. et Partika, A.
(2020). Head Start Classroom Features and Language and Literacy Growth among Children with Diverse Language Backgrounds.
Early Education and Development, 31(3), 354-375.
Lauro, J., Core, C. et Hoff, E.
(2020). Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development : Contributions of Child and Environmental Factors.
Child Development, 91(6), 2063-2082.
Langeloo, A., Deunk, M. I., Lara, M. M., Rooijen, M. van et Strijbos, J.-W.
(2020). Learning Opportunities of Monolingual and Multilingual kindergarteners and their Early Literacy and Executive Functioning Development.
Early Education and Development, 31(8), 1224-1246.
Larson, A. L., An, Z. G., Wood, C., Uchikoshi, Y., Cycyk, L. M., Scheffner Hammer, C., Escobar, K. et Roberts, K.
(2020). Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature.
Topics in Early Childhood Special Education, 40(1), 39-51.
Kehoe, M. et Girardier, C.
(2020). What factors influence phonological production in French-speaking bilingual children, aged three to six years?
Journal of Child Language, 47(5), 945-981.
Hur, J. H., Snyder, P. et Reichow, B.
(2020). Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners.
Topics in Early Childhood Special Education, 40(1), 6-23.
Hardy, L. M., Banker, S., Tomb, M., Cha, Y., Zhang, I., Thomas, L., Algermissen, M., Peverly, S. T., Noble, K. G. et Margolis, A. E.
(2020). Phonological memory problems are magnified in children from language minority homes when predicting reading disability.
Journal of Child Language, 47(3), 680-694.
Grøver, V., Rydland, V., Gustafsson, J.-E. et Snow, C. E.
(2020). Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning : A Cluster-Randomized Trial.
Child Development, 91(6), 2192-2210.
Desmeules-Trudel, F., Moore, C. et Zamuner, T. S.
(2020). Monolingual and bilingual children’s processing of coarticulation cues during spoken word recognition.
Journal of Child Language, 47(6), 1189-1206.
Cho, H. et Wang, X. C.
(2020). Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts.
Journal of Early Childhood Research, 18(2), 200-213.
Brown, S.
(2020). Pushing against hegemonic practices: emergent bilinguals respond to children’s literature.
European Early Childhood Education Research Journal, 28(2), 242-255.
Bengochea, A., Sembiante, S. F. et Gort, M.
(2020). Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play.
Journal of Early Childhood Research, 18(4), 371‑386.
Latta, L.
(2019). Learning to Listen: Supporting Dual Language Learners' Language Acquisition and Learning Identities.
YC Young Children, 74(1), 62-70.
Gampe, A., Wermelinger, S. et Daum, M. M.
(2018). Bilingual Children Adapt to the Needs of Their Communication Partners, Monolinguals Do Not.
Child Development, 90(1), 98-107.
Ramírez-Esparza, N., García-Sierra, A. et Kuhl, P. K.
(2017). The impact of early social interactions on later language development in spanish–english bilingual infants.
Child Development, 88(4), 1216-1234.
Bernstein, K. A.
(2017). Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth.
Journal of Early Childhood Literacy, 17(4), 485-521.
Yazejian, N., Bryant, D., Freel, K. et Burchinal, M.
(2015). High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners.
Early Childhood Research Quarterly, 32, 23‑39.
Bialystok, E.
(2015). Bilingualism and the development of executive function: the role of attention.
Child Development Perspectives, 9(2), 117-121.
Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForett, D. R., Kim, Y. K. et De Feyter, J.
(2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables.
Early Childhood Research Quarterly, 29(4), 750‑764.
Peisner-Feinberg, E., Buysse, V., Fuligni, A., Burchinal, M., Espinosa, L., Halle, T. et Castro, D. C.
(2014). Using early care and education quality measures with dual language learners: A review of the research.
Early Childhood Research Quarterly, 29(4), 786‑803.
McCarthy, K. M., Mahon, M., Rosen, S. et Evans, B. G.
(2014). Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition.
Child Development, 85(5), 1965‑1980.

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