Aalberse, S., Zou, Y., & Andringa, S. (2017). Extended use of demonstrative pronouns in two generations of Mandarin Chinese speakers in the Netherlands. Evidence of convergence? In Blom, E., Cornips, L., & Schaeffer, J. (Eds.), Cross-linguistic influence in bilingualism (pp. 25–48). Amsterdam: John Benjamins.Google Scholar

Abrahamsson, N. & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59(2), 249–306.Google Scholar

Abu-Rabia, S. & Sanitsky, E. (2010). Advantages of bilinguals over monolinguals in learning a third language. Bilingual Research Journal, 33(2), 173–199.Google Scholar

Abutalebi, J. (2008). Neural aspects of second language representation and language control. Acta Psychologica, 128(3), 466–478.Google Scholar

Abutalebi, J., Cappa, S. F., & Perani, D. (2001). The bilingual brain as revealed by functional neuroimaging. Bilingualism: Language and Cognition, 4(2), 179–190.Google Scholar

Abutalebi, J. & Green, D. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20(3), 242–275.Google Scholar

Abutalebi, J., Miozzo, A., & Cappa, S. F. (2000). Do subcortical structures control “language selection” in polyglots? Evidence from pathological language mixing. Neurocase, 6(1), 51–56.Google Scholar

Adamson, B. & Feng, A. (2009). A comparison of trilingual education policies for ethnic minorities in China. Compare, 39(3), 321–333.Google Scholar

Adamuti-Trache, M. (2013). Language acquisition among adult immigrants in Canada: The effect of premigration language capital. Adult Education Quarterly, 63(2), 103–126.Google Scholar

Admiraal, W., Westhoff, G., & de Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 12(1), 75–93.Google Scholar

Ag, A. & Jørgensen, J. N. (2013). Ideologies, norms, and practices in youth poly-languaging. International Journal of Bilingualism, 17(4), 525–539.Google Scholar

Ağırdağ, O., Jordens, K., & Van Houtte, M. (2014). Speaking Turkish in Belgian schools: Teacher beliefs versus effective consequences. Bilig, 70(3), 7–28.Google Scholar

Ağırdağ, O. & Vanlaar, G. (2018). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 22(1), 123–137.Google Scholar

Alamillo, R. & Collingwood, L. (2017). Chameleon politics: Social identity and racial cross-over appeals. Politics, Groups, and Identities, 5(4), 533–560.Google Scholar

Albirini, A. (2014). Toward understanding the variability in the language proficiencies of Arabic heritage speakers. International Journal of Bilingualism, 18(6), 730–765.Google Scholar

Alderson, J. C. (1980). Native and nonnative speaker performance on cloze tests. Language Learning, 30(1), 59–76.Google Scholar

Alladi, S., Bak, T. H., Mekala, S., Rajan, A., Chaudhuri, J. R., Mioshi, E., Krovvidi, R., Surampudi, B., & Kaul, S. (2016). Impact of bilingualism on cognitive outcome after stroke. Stroke, 47(1), 258–261.Google Scholar

ALTE (2016). Language tests for access, integration and citizenship: An outline for policy makers. Cambridge: Association of Language Testers in Europe.Google Scholar

Altman, C., Armon-Lotem, S., Fichman, S., & Walter, J. (2016). Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment. Applied Psycholinguistics, 37, 165–193.Google Scholar

Altman, C., Burstein Feldman, Z., Yitzhaki, D., Armon-Lotem, S., & Walters, J. (2014). Family language policies, reported language use and proficiency in Russian–Hebrew bilingual children in Israel. Journal of Multilingual & Multicultural Development, 35(3), 216–234.Google Scholar

Altman, C., Schrauf, R., & Walters, J. (2013). Crossovers and codeswitching in the investigation of immigrant autobiographical memory. In Isurin, L. & Altarriba, J. (Eds.), Memory, language, and bilingualism: Theoretical and applied approaches (pp. 211–235). Cambridge: Cambridge University Press.Google Scholar

Ambridge, B., Kidd, E., Rowland, C., & Theakston, A. (2015). The ubiquity of frequency effects in first language acquisition. Journal of Child Language, 42(2), 239–273.Google Scholar

Amengual-Pizarro, M. & Prieto-Arranz, J. I. (2015). Exploring affective factors in L3 learning: CLIL vs. non-CLIL. In Juan-Garau, M. & Salazar-Noguera, J. (Eds.), Content-based language learning in multilingual educational environments (pp. 197–220). Berlin: Springer.Google Scholar

American Council on the Teaching of Foreign Languages (ACTFL). (no date). Assigning CEFR ratings to ACTFL assessments. Retrieved from www.actfl.org/sites/default/files/reports/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf, last accessed February 1, 2018.Google Scholar

Ammerlaan, T. (1996). “You get a bit wobbly … ” – Exploring lexical retrieval processes in the context of first language attrition. Nijmegen: Katholieke Universiteit Nijmegen.Google Scholar

Andersen, G., Furiassi, C., & Mišić Ilić, B. (2017). The pragmatic turn in studies of linguistic borrowing. Journal of Pragmatics, 113, 71–76.Google Scholar

Andersen, S. L., Thompson, A. T., Rutstein, M., Hostetter, J. C., & Teicher, M. H. (2000). Dopamine receptor pruning in prefrontal cortex during the periadolescent period in rats. Synapse, 37(2), 167–169.Google Scholar

Anderson, M. C., Bjorn, R. A., & Bjorn, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, & Cognition, 20(5), 1063–1087.Google Scholar

Anderson, M. C. & Spellman, B. A. (1995). On the status of inhibitory mechanisms in cognition: Memory retrieval as a model case. Psychological Review, 102(1), 68–100.Google Scholar

Andrew, P. (2012). The social construction of age: Adult foreign language learners. Bristol: Multilingual Matters.Google Scholar

Andringa, S. (2014). The use of native speaker norms in critical period hypothesis research. Studies in Second Language Acquisition, 36(3), 565–596.Google Scholar

Androutsopoulos, J. (2007). Language choice and code-switching in German-based diasporic web forums. In Danet, B. & Herring, S. C. (Eds.), The multilingual Internet: Language, culture, and communication online (pp. 340–361). Oxford: Oxford University Press.Google Scholar

Angelelli, C. V. (2016). Looking back: A study of (ad-hoc) family interpreters. European Journal of Applied Linguistics, 4(1), 5–31.Google Scholar

Angermeyer, P. S. (2015). Speak English or what?: Codeswitching and interpreter use in New York City courts. Oxford: Oxford University Press.Google Scholar

Ansaldo, A. I. & Ghazi-Saidi, L. (2014). Aphasia therapy in the age of globalization: Cross-linguistic therapy effects in bilingual aphasia. Behavioural Neurology, Article ID 603085.Google Scholar

Ansaldo, A. I., Ghazi-Saidi, L., & Ruiz, A. (2010). Model-driven intervention in bilingual aphasia: Evidence from a case of pathological language mixing. Aphasiology, 24(2), 309–324.Google Scholar

Antón, E., Duñabeitia, J. A., Estévez, A., Hernández, J. A., Castillo, A., Fuentes, L. J., Davidson, D. J., & Carreiras, M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in Psychology: Language Sciences, 5, Article 398.Google Scholar

Antón, E., Fernández-García, Y., Carreiras, M., & Duñabeitia, J. A. (2016). Does bilingualism shape inhibitory control in the elderly? Journal of Memory & Language, 90, 147–160.Google Scholar

Antón, E., Thierry, G., Goborov, A., Anasagasti, J., & Duñabeitia, J. A. (2016). Testing bilingual educational methods: A plea to end the language-mixing taboo. Language Learning, 66(S2), 29–50.Google Scholar

Antoniou, M., Gunasekera, G. M., & Wong, P. C. M. (2013). Foreign language training as cognitive therapy for age-related cognitive decline: A hypothesis for future research. Neuroscience & Biobehavioral Reviews, 37(10), 2689–2698.Google Scholar

Aram, D., Bates, E., Eisele, J., Fenson, J., Nass, R., Thal, D., & Trauner, D. (1997). From first words to grammar in children with focal brain injury. Developmental Neuropsychology, 13(3), 275–343.Google Scholar

Arcand, J.-L. & Grin, F. (2013). Language in economic development: Is English special and is linguistic fragmentation bad? In Erling, E. & Seargeant, P. (Eds.), English and development: Policy, pedagogy and globalization (pp. 243–266). Bristol: Multilingual Matters.Google Scholar

Archila-Suerte, P., Zevin, J., Bunta, F., & Hernandez, A. E. (2012). Age of acquisition and proficiency in a second language independently influence the perception of non-native speech. Bilingualism: Language and Cognition, 15(1), 190–201.Google Scholar

Archila-Suerte, P., Zevin, J., & Hernandez, A. E. (2015). The effect of age of acquisition, socioeducational status, and proficiency on the neural processing of second language speech sounds. Brain and Language, 141, 35–49.Google Scholar

Archila-Suerte, P., Zevin, J., Ramos, A. I., & Hernandez, A. E. (2013). The neural basis of non-native speech perception in bilingual children. Neuroimage, 67, 51–63.Google Scholar

Ardila, A., & Ramos, E. (2008). Normal and abnormal aging in bilinguals. Dementia and Neuropsychologia, 2(4), 242–247.Google Scholar

Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Assessing multilingual children: Disentangling bilingualism from language impairment. Bristol: Multilingual Matters.Google Scholar

Armon-Lotem, S., Joffe, S., Abutbul-Oz, H., Altman, C., & Walters, J. (2014). Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual pre-school children from Russian and English-speaking backgrounds. In Grüter, T. & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 77–98). Amsterdam: John Benjamins.Google Scholar

Armon-Lotem, S., Walters, J., & Gagarina, N. (2011). The impact of internal and external factors on linguistic performance in the home language and in L2 among Russian–Hebrew and Russian–German preschool children. Linguistic Approaches to Bilingualism, 1(3), 291–317.Google Scholar

Aronin, L. & Hufeisen, B. (2009). The exploration of multilingualism. Amsterdam: John Benjamins.Google Scholar

Aronin, L. & Singleton, D. (2012). Multilingualism. Amsterdam: John Benjamins.Google Scholar

Ashaie, S. & Obler, L. K. (2014). Effect of age, education, and bilingualism on confrontation naming in older illiterate and low-educated populations. Behavioural Neurology, Article ID 970520.Google Scholar

Athanasopoulos, P., Bylund, E., Montero-Melis, G., Damjanovic, L., Schartner, A., Kibbe, A., Riches, N., & Thierry, G. (2015). Two languages, two minds: Flexible cognitive processing driven by language of operation. Psychological Science, 26(4), 518–526.Google Scholar

Athanasopoulos, P., Damjanovic, L., Krajciova, A., & Sasaki, M. (2011). Representation of colour concepts in bilingual cognition: The case of Japanese blues. Bilingualism: Language and Cognition, 14(1), 9–17.Google Scholar

Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. London: Routledge.Google Scholar

Au, T. K., Knightly, L. M., Jun, S. A., & Oh, J. S. (2002). Overhearing a language during childhood. Psychological Science, 13(3), 238–243.Google Scholar

Auer, P. (Ed.). (1998). Code-switching in conversation: Language, interaction and identity. London: Routledge.Google Scholar

Auer, P., Barden, B., & Grosskopf, B. (2000). Long-term linguistic accommodation and its sociolinguistic interpretation: Evidence from the inner-German migration after the Wende. In Mattheier, K. (Ed.), Dialect and migration in a changing Europe (pp. 79–98). Bern: Peter Lang.Google Scholar

Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32.Google Scholar

August, D. & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Babel, A. (2014). Time and reminiscence in contact: Dynamism and stasis in contact-induced change. Spanish in Context, 11(3), 311–334.Google Scholar

Bacchi, C. (2009). Analysing policy: What’s the problem represented to be? Sydney: Pearson Education.Google Scholar

Bachman, L. F. & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford University Press.Google Scholar

Backus, A. (1996). Two in one: Bilingual speech of Turkish immigrants in the Netherlands. Tilburg: Tilburg University Press.Google Scholar

Backus, A. (1998). Turks–Nederlandse codewisseling. Universele en taalspecifieke aspecten van taalcontact [Turkish–Dutch code-switching: Universal and language specific aspects of language contact]. Nederlandse Taalkunde, 3, 2–17.Google Scholar

Baddeley, A. D. (2015). Working memory in second language learning. In Wen, Z., Mota, M. B., & McNeill, A. (Eds.), Working memory in second language acquisition and processing (pp. 17–28). Bristol: Multilingual Matters.Google Scholar

Baetens Beardsmore, H. (1982). Bilingualism: Basic principles. Clevedon: Tieto Ltd.Google Scholar

Bahrick, H. P., Hall, L. K., Goggin, J. P., Bahrick, L. E., & Berger, S. A. (1994). Fifty years of language maintenance and language dominance in bilingual Hispanic immigrants. Journal of Experimental Psychology: General, 123(3), 264.Google Scholar

Bahtina, D. & ten Thije, J. D. (2013). Receptive multilingualism. In Chapelle, C. A. (Ed.), The encyclopedia of applied linguistics. Blackwell Publishing Ltd. doi: 10.1002/9781405198431.wbeal1001Google Scholar

Baker, A. & van den Bogaerde, B. (2008). Code-mixing in signs and words in input to and output from children. In Plaza-Pust, C. & Morales-López, E. (Eds.), Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations (pp. 1–28). Amsterdam: John Benjamins.Google Scholar

Baker, C. (2011). Foundations of bilingual education and bilingualism (5th edn.). Bristol: Multilingual Matters.Google Scholar

Bakhtin, M. (1981). Dialogic imagination: Four essays. Austin: University of Texas Press.Google Scholar

Bakker, P. (1997). A language of our own: The genesis of Michif, the mixed Cree–French language of the Canadian Métis. Oxford: Oxford University Press.Google Scholar

Ballantyne, P. J., Yang, M., & Boon, H. (2013). Interpretation in cross-language research: Tongues tied in the health care interview? Journal of Cross Cultural Gerontology, 28(4), 391–405.Google Scholar

Ballinger, S., & Lyster, R. (2011). Student and teacher language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289–306.Google Scholar

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion. Journal of Immersion and Content-Based Language Education, 5(1), 30–57.Google Scholar

Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345–359.Google Scholar

Barbu, S., Martin, N., & Chevrot, J.-P. (2014). The maintenance of regional dialects: A matter of gender? Boys, but not girls, use local varieties in relation to their friends’ nativeness and local identity. Frontiers in Psychology, 5, Article 1251.Google Scholar

Barbu, S., Nardy, A., Chevrot, J.-P., & Juhel, J. (2013). Language evaluation and use during early childhood: Adhesion to social norms or integration of environmental regularities? Linguistics, 51(2), 281–411.Google Scholar

Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Sciences, 6(6), 248–254.Google Scholar

Bates, E., Dale, P., & Thal, D. (1995). Individual differences and their implications for theories of language development. In Fletcher, P. & MacWhinney, B. (Eds.), The handbook of child language (pp. 96–151). Oxford: Blackwell.Google Scholar

Bates, E. & Goodman, J. C. (1999). On the emergence of grammar from the lexicon. In MacWhinney, B. (Ed.), The emergence of language (pp. 29–80). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Baynham, M., Roberts, C., Cooke, M., Simpson, J., Ananiadou, K., Callaghan, J., McGoldrick, J., & Wallace, C. (2007). Effective teaching and learning: ESOL. London: National Research and Development Centre.Google Scholar

Beacco, J.-C., Krumm, H.-J., & Little, D. (Eds.). (2017). The linguistic integration of adult migrants: Some lessons from research. Berlin: De Gruyter/Strasbourg: Council of Europe.Google Scholar

Beacco, J.-C., Little, D., & Hedges, C. (2014). Linguistic integration of adult migrants. Guide to policy development and implementation. Strasbourg: Council of Europe Publishing.Google Scholar

Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingualism, 11(1), 1–29.Google Scholar

Bedore, L. M., Peña, E. D., Griffin, Z. M., & Hixon, J. G. (2016). Effects of age of English exposure, current input/output, and grade on bilingual language performance. Journal of Child Language, 43(3), 687–706.Google Scholar

Behrens, H. (2000). Lexical representation and acquisition theory. Psychology of Language and Communication, 4(2), 33–44.Google Scholar

Bell, J. S. (1995.) The relationship between L1 and L2 literacy: Some complicating factors. TESOL Quarterly, 29(4), 687–704.Google Scholar

Benditt, T. M. (1975). The concept of interest in political theory. Political Theory, 3(3), 245–258.Google Scholar

Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Defining an “ideal” heritage speaker: Theoretical and methodological challenges. Reply to peer commentaries. Theoretical Linguistics, 39(3–4), 259–294.Google Scholar

Benson, M. & O’Reilly, K. (2009). Migration and the search for a better way of life: A critical exploration of lifestyle migration. Sociological Review, 57(4), 608–625.Google Scholar

Bergmann, C., Meulman, N., Stowe, L. A., Sprenger, S. A., & Schmid, M. S. (2015). Prolonged L2 immersion engenders little change in morphosyntactic processing of bilingual natives. NeuroReport, 26(17), 1065–1070.Google Scholar

Bergmann, C., Sprenger, S. A., & Schmid, M. S. (2015). The impact of language co-activation on L1 and L2 speech fluency. Acta Psychologica, 161, 25–35.Google Scholar

Berk-Seligson, S. (1990). The bilingual courtroom: Court interpreters in the judicial process. Chicago: University of Chicago Press.Google Scholar

Berk-Seligson, S. (2009). Coerced confessions: The discourse of bilingual police interrogations. Berlin: Mouton de Gruyter.Google Scholar

Bernstein, R. (1994). Dictatorship of virtue: Multiculturalism and the battle for America’s future. New York: Knopf.Google Scholar

Berthele, R. (2012). The influence of code-mixing and speaker information on perception and assessment of foreign language proficiency: An experimental study. International Journal of Bilingualism, 16(4), 453–466.Google Scholar

Bhatia, T. K. & Ritchie, C. R. (2013). Bilingualism and multilingualism in South Asia. In Bhatia, T. K. & Ritchie, W. C. (Eds.), The handbook of bilingualism and multilingualism (2nd ed., pp. 843–870). Malden, MA: Wiley-Blackwell.Google Scholar

Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9(2), 117–121.Google Scholar

Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–262.Google Scholar

Bialystok, E. & Craik, F. I. (2010). Cognitive and linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19(1), 19–23.Google Scholar

Bialystok, E., Craik, F. I., Green, D. W., & Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10(3), 89–129.Google Scholar

Bialystok, E., Craik, F. I., & Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 21(6), 522–538.Google Scholar

Bialystok, E. & Luk, G. (2012). Receptive vocabulary differences in monolingual and bilingual adults. Bilingualism: Language and Cognition, 15(2), 397–401.Google Scholar

Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism: Language and Cognition, 13(4), 525–531.Google Scholar

Bianchi, L. (1886). Un caso di sordita verbale. Rivista Sperimentale di Freniatria, 12, 57–71.Google Scholar

Bice, K. & Kroll, J. F. (2015). Native language change during early stages of second language learning. NeuroReport, 26(16), 966–971.Google Scholar

Biedroń, A. (2012). Cognitive-affective profile of gifted adult foreign language learners. Słupsk: Wydawnictwo Akademii Pomorskiej w Słupsku.Google Scholar

Biedroń, A. & Pawlak, M. (2016). New conceptualizations of linguistic giftedness. Language Teaching, 49(2), 151–185.Google Scholar

Biedroń, A., & Szczepaniak, A. (2012). Working-memory and short-term memory abilities in accomplished multilinguals. Modern Language Journal, 96(2), 290–306.Google Scholar

Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. Malden, MA: Wiley-Blackwell.Google Scholar

Bigelow, M. & King, K. A. (2015). Somali immigrant youths and the power of print literacy. Writing Systems Research, 7(1), 4–19.Google Scholar

Birdsong, D. (1996). An interesting subject indeed. Review of N. Smith and M.-I. Tsimpli, The mind of a savant: Language learning and modularity.Contemporary Psychology, 41, 837–838.Google Scholar

Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(1), 9–49.Google Scholar

Birdsong, D. (2007). Nativelike pronunciation among late learners of French as a second language. In Bohn, O. S. & Munro, M. J. (Eds.), Language experience in second language speech learning (pp. 99–116). Amsterdam: John Benjamins.Google Scholar

Birdsong, D. (2013). The Critical Period Hypothesis for second language acquisition: Tailoring the coat of many colours. In Pawlak, M. & Aronin, L. (Eds.), Essential topics in applied linguistics and multilingualism: Studies in honor of David Singleton (pp. 43–50). Berlin: Springer.Google Scholar

Birdsong, D. (2016). Dominance in bilingualism: Foundations of measurement, with insights from the study of handedness. In Silva-Corvalán, C. & Treffers-Daller, J. (Eds.), Language dominance in bilinguals: Issues of measurement and operationalization (pp. 85–105). Cambridge: Cambridge University Press.Google Scholar

Bishop, M., Hicks, S., Bertone, A., & Sala, R. (2006). Capitalizing on simultaneity: Features of bimodal bilingualism in hearing Italian native signers. In Lucas, C. (Ed.), Multilingualism and sign languages: From the Great Plains to Australia (pp. 79–118). Washington, DC: Gallaudet University Press.Google Scholar

Black, R. W. (2006). Language, culture, and identity in online fanfiction. E-Learning and Digital Media, 3(2), 170–184.Google Scholar

Blackledge, A. & Creese, A. (2010). Multilingualism: A critical perspective. London: Continuum.Google Scholar

Block, D. (2007). Second language identities. London: Continuum.Google Scholar

Block, D. & Corona, V. (2016). Intersectionality in language and identity research. In Preece, S. (Ed.), The Routledge handbook of language and identity (pp. 507–522). London: Routledge.Google Scholar

Blommaert, J. (2009). Language, asylum, and the national order. Current Anthropology, 50(4), 415–441.Google Scholar

Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.Google Scholar

Blommaert, J. (2015). Commentary: Superdiversity old and new. Language and Communication, 44(1), 82–89.Google Scholar

Blommaert, J., Leppänen, S., Pahta, P., & Räisänen, T. (Eds.). (2012). Dangerous multilingualism: Northern perspectives on order, purity and normality. London: Palgrave Macmillan.Google Scholar

Boissevain, J. (2013). Factions, friends and feasts: Anthropological perspectives on the Mediterranean. New York: Berghahn Books.Google Scholar

Boroditsky, L., Ham, W., & Ramscar, M. (2002). What is universal in event perception? Comparing English & Indonesian speakers. In Gray, W. D. & Schunn, C. D. (Eds.), Proceedings of the 24th annual conference of the Cognitive Science Society (pp. 136–141). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Bosch, L. & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive vocabulary: Does form similarity matter? International Journal of Behavioral Development, 38(4), 317–322.Google Scholar

Bosch, L. & Sebastián-Gallés, N. (2001). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2(1), 29–49.Google Scholar

Bosch, L. & Sebastián-Gallés, N. (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46(2–3), 217–243.Google Scholar

Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.Google Scholar

Bowden, H. W. (2016). Assessing second-language oral proficiency for research: The Spanish Elicited Imitation Task. Studies in Second Language Acquisition, 38(4), 647–675.Google Scholar

Bowers, J., Mattys, S., & Gage, S. (2009). Preserved implicit knowledge of a forgotten childhood language. Psychological Science, 20(9), 1064–1069.Google Scholar

Branzi, F. M., Calabria, M., Boscarino, M. L., & Costa, A. (2016). On the overlap between bilingual language control and domain-general executive control. Acta Psychologia, 166, 21–30.Google Scholar

Branzi, F. M., Calabria, M., Gade, M., Fuentes, L. J., & Costa, A. (2018). On the bilingualism effect in task switching. Bilingualism: Language and Cognition, 21(1),195–208.Google Scholar

Braun, A. (2012). Language maintenance in trilingual families: A focus on grandparents. International Journal of Multilingualism, 9(4), 423–436.Google Scholar

Braun, A. & Cline, T. (2014). Language strategies for trilingual families: Parents’ perspectives. Bristol: Multilingual Matters.Google Scholar

Braunmüller, K. (2007). Receptive multilingualism in Northern Europe in the Middle Ages: A description of a scenario. In ten Thije, J. D. & Zeevaert, L. (Eds.), Receptive multilingualism: Linguistic analyses, language policies and didactic concepts (pp. 25–47). Amsterdam: John Benjamins.Google Scholar

Brenner, P. (2004). New state phases. Oxford: Oxford University Press.Google Scholar

Briggs, J. G. (2015). Out-of-class language contact and vocabulary gain in a study abroad context. System, 53, 129–140.Google Scholar

Brohy, C. (2001). Generic and/or specific advantages of bilingualism in a dynamic plurilingual situation: The case of French as official L3 in the school of Samedan (Switzerland). International Journal of Bilingual Education and Bilingualism, 4(1), 38–49.Google Scholar

Brooks, R., Water, J. & Pimlott-Wilson, H. (2012). International education and the employability of UK students. British Educational Research Journal, 38(2), 281–298.Google Scholar

Brown, A. & Gullberg, M. (2008). Bidirectional crosslinguistic influence in L1–L2 encoding of manner in speech and gesture: A study of Japanese speakers of English. Studies in Second Language Acquisition, 30(2), 225–251.Google Scholar

Brown, P. & Levinson, S. (1987). Politeness. Some universals in language usage. Cambridge: Cambridge University Press.Google Scholar

Brown-Blake, C. N. & Chambers, P. (2007). The Jamaican Creole speaker in the UK criminal justice system. International Journal of Speech Language and the Law, 14(2), 269–294.Google Scholar

Brownell, M. A. (2012). Receptive and expressive one-word picture vocabulary tests, Fourth edition. Spanish-bilingual versions. San Antonio Pearson.Google Scholar

Brysbaert, M. & Duyck, W. (2010). Is it time to leave behind the Revised Hierarchical Model of bilingual language processing after fifteen years of service? Bilingualism: Language and Cognition, 13(3), 359–371.Google Scholar

Brysbaert, M., Stevens, M., Mandera, P. & Keuleers, E. (2016). How many words do we know? Practical estimates of vocabulary size dependent on word definition, the degree of language input and the participant’s age. Frontiers in Psychology, 7, Article 1116.Google Scholar

Burns, T. C., Yoshida, K. A., Hill, K., & Werker, J. F. (2007). The development of phonetic representation in bilingual and monolingual infants. Applied Psycholinguistics, 28(3), 455–474.Google Scholar

Butler, J., Floccia, C., Goslin, J., & Panneton, R. (2011). Infants’ discrimination of familiar and unfamiliar accents in speech. Infancy, 16(4), 392–417.Google Scholar

Buttelmann, D., Zmyj, N., Daum, M. M., & Carpenter, M. (2013). Selective imitation of in-group over out-group members in 14-month-olds. Child Development, 84(2), 422–428.Google Scholar

Byers-Heinlein, K. (2013). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism: Language and Cognition, 16(1), 32–48.Google Scholar

Byers-Heinlein, K., Behrend, D., Said, L. M., Giris, H., & Poulin-Dubois, D. (2017). Monolingual and bilingual children’s social preferences for monolingual and bilingual speakers. Developmental Science, 20(4), e12392.Google Scholar

Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343–348.Google Scholar

Bylund, E. (2009). Maturational constraints and first language attrition. Language Learning, 59(3), 687–715.Google Scholar

Bylund, E., Abrahamsson, N., & Hyltenstam, K. (2012). Does first language maintenance hamper nativelikeness in a second language? Studies in Second Language Acquisition, 34(2), 215–241.Google Scholar

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C., & Heins, B. (2010). Language learning at Key Stage 2: A longitudinal study final report (DCSF Research Reports DCSF-RR198). London: Department for Children, Schools and Families.Google Scholar

Caldwell-Harris, C. L. (2014). Emotionality differences between a native and foreign language: Theoretical implications. Frontiers in Psychology, 5, Article 1055.Google Scholar

Cameron‐Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant holdout and gives, and pointing. Infancy, 20(5), 576–586.Google Scholar

Cammarota, M. A. & Porquier, R. (1986). Difficulties in the acquisition of a foreign-language by Latin-American political refugees. Langue Française, 71, 101–116.Google Scholar

Campbell, L. & Grodona, V. (2010). Who speaks what to whom? Multilingualism and language choice in Misión La Paz. Language in Society, 39(5), 617–646.Google Scholar

Canagarajah, A. S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589–604.Google Scholar

Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. London: Routledge.Google Scholar

Canagarajah, S. & Liyanage, I. (2012). Lessons from pre-colonial multilingualism. In Martin-Jones, M., Blackledge, A., & Creese, A. (Eds.), The Routledge handbook of multilingualism. London: Routledge.Google Scholar

Caps, D. (2008). The decades of life: A guide to human development. Louisville Westminster John Knox Press.Google Scholar

Caramazza, A., & Zurif, E. B. (1978). Language acquisition and language breakdown: Parallels and divergencies. Baltimore: Johns Hopkins University Press.Google Scholar

Carrère, C. & Masood, M. (2016). Poids économique de la francophonie: son impact via l’ouverture commerciale. In Carrère, C. (Ed.), L’impact économique des langues (pp. 71–92). Paris: Economica.Google Scholar

Carroll, J. B. & Sapon, S. M. (1959/2002). Modern Language Aptitude Test. San Antonio The Psychological Corporation.Google Scholar

Cavanaugh, J. R. (2013). Language ideologies and language attitudes: A linguistic anthropological perspective. In Auer, P., Caro Reina, J., & Kaufmann, G. (Eds.), Language variation: European perspectives IV: Selected papers from the Sixth International Conference on Language Variation in Europe (pp. 45–56). Amsterdam: John Benjamins.Google Scholar

Cenoz, J. (2001). The effect of linguistic distance, L2 status and age on cross-linguistic influence in third language acquisition. In Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp. 8–20). Clevedon: Multilingual Matters.Google Scholar

Cenoz, J. (2003). The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism, 7(1), 71–87.Google Scholar

Cenoz, J. (2009). Towards multilingual education: Basque educational research from an international perspective. Bristol: Multilingual Matters.Google Scholar

Cenoz, J. & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67–80.Google Scholar

Chamorro, G., Sorace, A., & Sturt, P. (2015). What is the source of L1 attrition? The effect of recent L1 re-exposure on Spanish speakers under L1 attrition. Bilingualism: Language and Cognition, 19(3), 520–532.Google Scholar

Chan, A. (2010). The Cantonese double object construction with bei2 “give” in bilingual children: The role of input. International Journal of Bilingualism, 14(1), 65–85.Google Scholar

Chan, B. H.-S. (2008). Code-switching, word order and the lexical/functional category distinction. Lingua, 118(6), 777–809.Google Scholar

Chang, C. B. (2012). Rapid and multifaceted effects of second-language learning on first-language speech production. Journal of Phonetics, 40(2), 249–268.Google Scholar

Chein, J. M. & Schneider, W. (2012). The brain’s learning and control architecture. Current Directions in Psychological Science, 21(2), 78–84.Google Scholar

Chemero, A. (2013). Radical embodied cognitive science. Review of General Psychology, 17(2), 145–150.Google Scholar

Cherciov, M. (2013). Investigating the impact of attitude on first language attrition and second language acquisition from a Dynamic Systems Theory perspective. International Journal of Bilingualism, 17(6), 716–733.Google Scholar

Chevalier, S. (2015). Trilingual language acquisition: Contextual factors influencing active trilingualism in early childhood. Amsterdam: John Benjamins.Google Scholar

Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91(1), 20–28.Google Scholar

Chiat, S., Armon-Lotem, S., Marinis, T., Polišenká, K., Roy, P., & Seeff-Gabriel, B. (2013). Assessment of language abilities in sequential bilingual children: The potential of sentence imitation tasks. In Gathercole, V. C. M. (Ed.), Issues in the assessment of bilinguals (pp. 56–89). Bristol: Multilingual Matters.Google Scholar

Chiswick, B. & Miller, P. (Eds.). (2007). The economics of language: International analyses. London: Routledge.Google Scholar

Chiswick, B. & Miller, P. (2014). International migration and the economics of language. IZA Discussion Paper 7880. http://repec.iza.org/dp7880.pdf, last accessed January 19, 2018Google Scholar

Choi, J. (2014). Rediscovering a forgotten language. Nijmegen: Max Planck Institute for Psycholinguistics.Google Scholar

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar

Churchill, E. & DuFon, M. A. (2006). Evolving threads in study abroad research. In DuFon, M. A. & Churchill, E. (Eds.), Language learners in study abroad contexts (pp. 1–27). Clevedon: Multilingual Matters.Google Scholar

Clahsen, H. & Felser, C. (2006). Grammatical processing in language learners. Applied Psycholinguistics, 27(1), 3–42.Google Scholar

Clyne, M. (1977). Bilingualism in the elderly. Talanya, 4, 45–65.Google Scholar

Clyne, M. (2005). Australia’s language potential. Sydney: University of New South Wales Press.Google Scholar

Clyne, M. (2011). Bilingualism, code-switching, and aging: A myth of attrition and a tale of collaboration. In Schmid, M. S. & Lowie, W. (Eds.), Modeling bilingualism: From structure to chaos. In honor of Kees de Bot (pp. 201–220). Amsterdam: John Benjamins.Google Scholar

Cogo, A. & Jenkins, J. (2010). English as a lingua franca in Europe: A mismatch between policy and practice. European Journal of Language Policy, 2(2), 271–94.Google Scholar

Cohen, A. D. & Li, P. (2013). Learning Mandarin in later life: Can an old dog learn new tricks? Contemporary Foreign Language Studies, 396, 5–14.Google Scholar

Cohen, J. (1983). The cost of dichotomization. Applied Psychological Measurement, 7(3), 249–253.Google Scholar

Collier, V. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23(3), 509–532.Google Scholar

Collier, V. & Thomas, W. P. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 203–217.Google Scholar

Collins, L., Trofimovich, P., White, J., Cardoso, W. & Horst, M. (2009). Some input on the easy/difficult grammar question: An empirical study. Modern Language Journal, 93(3), 336–353.Google Scholar

Collins, L. & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106–133.Google Scholar

Colomé, A. (2001). Lexical activation in bilinguals’ speech production: Language specific or language independent? Journal of Memory and Language, 45(4), 721–736.Google Scholar

Comeau, L. & Genesee, F. (2001). Bilingual children’s repair strategies during dyadic communication. In Cenoz, J. & Genesee, F. (Eds.), Trends in bilingual acquisition (pp. 231–256). Amsterdam: John Benjamins.Google Scholar

Comeau, L., Genesee, F., & Lapaquette, L. (2003). The Modeling Hypothesis and child bilingual codemixing. International Journal of Bilingualism, 7(2), 113–126.Google Scholar

Communication of Rights Group (2016). Guidelines for communicating rights to non-native speakers of English in Australia, England and Wales, and the USA. www.aaal.org/?page=CommunicationRights, last accessed January 19, 2018.Google Scholar

Conboy, B. T. & Thal, D. J. (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77(3), 712–735.Google Scholar

Conley, J. M. & O’Barr, W. M. (1990). Rules versus relationships: The ethnography of legal discourse. Chicago University of Chicago Press.Google Scholar

Cook, V. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7(2), 103–117.Google Scholar

Cook, V. (2016). Premises of multicompetence. In Cook, V. & Li Wei, (Eds.), The Cambridge handbook of linguistic multi-competence (pp. 1–25). Cambridge: Cambridge University Press.Google Scholar

Cook, V. & Wei, Li (2016). The Cambridge handbook of linguistic multi-competence. Cambridge: Cambridge University Press.Google Scholar

Cooke, M. (2006). “When I wake up I dream of electricity.” The lives, aspirations and “needs” of adult ESOL learners. Linguistics and Education, 17(1), 56–73.Google Scholar

Cooke, M., Winstanley, B., & Bryers, D. (2015). Whose integration? A participatory ESOL project in the UK. In Simpson, J. & Whiteside, A. (Eds.), Adult language education and migration: Challenging agendas in policy and practice (pp. 214–224). London: Routledge.Google Scholar

Cooper, A. C. & Nguyễn, T. T. T. (2015). Signed language community‐researcher collaboration in Việt Nam: Challenging language ideologies, creating social change. Journal of Linguistic Anthropology, 25(2), 105–127.Google Scholar

Corder, S. P. (1967). The significance of learner’s errors. IRAL: International Review of Applied Linguistics in Language Teaching, 5(1–4), 161–170.Google Scholar

Costa, A., Caramazza, A., & Sebastián-Gallés, N. (2000). The cognate facilitation effect: Implications for models of lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1283–1296.Google Scholar

Costa, A., Foucart, A., Hayakawa, S., Aparici, M., Apesteguia, J., Heafner, J., & Keysar, B. (2014). Your morals depend on language. PLoS ONE, 9(4), e94842.Google Scholar

Costa, A., Pannunzi, M., Deco, G., & Pickering, M. (2017). Do bilinguals automatically activate their native language when they are not using it? Cognitive Science, 41(6), 1629–1644.Google Scholar

Costa, A. & Santesteban, M. (2004). Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language, 50(4), 491–511.Google Scholar

Costa, A., Santesteban, M., & Ivanova, I. (2006). How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5), 1057–1074.Google Scholar

Coulmas, F. (1987). Why speak English? In Knapp, K., Enninger, W., & Knapp-Potthoff, A. (Eds.), Analyzing intercultural communication (pp. 95–107). Berlin: Mouton de Gruyter.Google Scholar

Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Language Policy Division/Cambridge: Cambridge University Press.Google Scholar

Council of Europe (n.d.). Linguistic Integration of Adult Migrants’ (LIAM) Guiding principles. Retrieved from https://rm.coe.int/168049447e, last accessed January 31, 2018.Google Scholar

Coupland, N. (2010). Welsh linguistic landscapes “from above” and “from below.” In Jaworski, A. & Thurlow, C. (Eds.), Semiotic landscapes: Language, image, space (pp. 77–101). London: Continuum.Google Scholar

Cox, J. G. (2017). Explicit instruction, bilingualism, and the older adult learner. Studies in Second Language Acquisition, 39(1), 29–58.Google Scholar

Cox, J. G. & Sanz, C. (2015). Deconstructing PI for the ages: Explicit instruction vs. practice in young and older adult bilinguals. International Review of Applied Linguistics, 53(2), 225–248.Google Scholar

Cremona, C. & Bates, E. (1977). The development of attitudes toward dialect in Italian children. Journal of Psycholinguistic Research, 6(3), 223–232.Google Scholar

Crews, F., He, J., & Hodge, C. (2007). Adolescent cortical development: A critical period of vulnerability for addiction. Pharmacology Biochemistry and Behavior, 86(2), 189–199.Google Scholar

Crossley, S., Salsbury, T., & McNamara, D. (2010). The development of polysemy and frequency use in English second language speakers. Language Learning, 60(3), 573–605.Google Scholar

Cruz-Ferreira, M. (2006). Three is a crowd? Acquiring Portuguese in a trilingual environment. Clevedon: Multilingual Matters.Google Scholar

Cruz-Ferreira, M. (Ed.) (2010). Multilingual norms. Bern: Peter Lang.Google Scholar

Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19–36.Google Scholar

Cummins, J. (1979a). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question, and some other matters. Working Papers on Bilingualism, 19, 121–129.Google Scholar

Cummins, J. (1979b). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.Google Scholar

Cummins, J. (2006). The relationship between American Sign Language proficiency and English academic development: A review of the research. Unpublished report for the Ontario Association of the Deaf, Toronto, Ontario. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.521.8612&rep=rep1&type=pdf, last accessed January 31, 2018.Google Scholar

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 10(2), 221–240.Google Scholar

Cummins, J. (2016). Reflections on Cummins (1980), “The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue.” TESOL Quarterly, 50(4), 940–944.Google Scholar

Curaming, R. & Calidjernih, F. (2014). From sentimentalism to pragmatism? Language-in-education policy-making in East Timor. In Sercombe, P. & Tupas, R. (Eds.), Language, education and nation-building: Assimilation and shift in Southeast Asia (pp. 68–86). Basingstoke: Palgrave Macmillan.Google Scholar

Curdt-Christiansen, X.-L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. Journal of Multilingual & Multicultural Development, 37(7), 694–709.Google Scholar

Curdt-Christiansen, X.-L. (2014). Family language policy: Is learning Chinese at odds with learning English? In Curdt-Christiansen, X.-L. & Lancock, A. (Eds.), Learning Chinese in diasporic communities: Many pathways to being Chinese (pp. 35–55). Amsterdam: John Benjamins.Google Scholar

Curry, M. J. & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38(4), 663–688.Google Scholar

Cushing-Leubner, J. & Eik, J. (2018). Our wild tongues: Language justice and youth research. In Ayala, J., Cammarota, J., Berta-Ávila, M. I., Rivera, M., Rodríguez, L. F., & Torre, M. E. (Eds.), PAR EntreMundos: A pedagogy of the Américas (pp. 117–133). Bern: Peter Lang.Google Scholar

Dąbrowska, E. (2012). Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism, 2(3), 219–253.Google Scholar

Dale, P. S. & Fenson, L. (1996). Lexical development norms for young children. Behavior Research Methods, Instruments, and Computers, 28(1), 125–127.Google Scholar

Dallinger, S., Jonkmann, K., Hollm, J., & Fiege, C. (2016). The effect of content and language integrated learning on students’ English and history competences—Killing two birds with one stone? Learning and Instruction, 41, 23–31.Google Scholar

Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.Google Scholar

Dalton-Puffer, C. (2017). Same but different: Content and language integrated learning and content-based instruction. In Snow, M. A. & Brinton, D. M. (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 151–164). Ann Arbor: University of Michigan Press.Google Scholar

Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins.Google Scholar

Danblon, E., De Clerck, B., & van Noppen, J.-P. (2004). Politeness in Belgium: Face, distance and sincerity in service-exchange rituals. In Hickey, L. & Stewart, M. (Eds.), Politeness in Europe (pp. 45–57). Clevedon: Multilingual Matters.Google Scholar

Davis, C. P. (2012). “Is Jaffna Tamil the best?” Producing “legitimate” language in a multilingual Sri Lankan school. Journal of Linguistic Anthropology, 22(2). E61–E82.Google Scholar

Davis, N. (2014). Cochlear ear implants for adults: Experts call for review. The Guardian, March 16, 2014. Retrieved from www.theguardian.com/society/2014/mar/16/cochlear-ear-implants-adults-review#comments, last accessed February, 1, 2018.Google Scholar

De Angelis, G. (2005). Interlanguage transfer of function words. Language Learning, 55(3), 379–414.Google Scholar

De Backer, F., Van Avermaet, P., & Slembrouck, S. (2017). Schools as laboratories for exploring multilingual assessment policies and practices. Language and Education, 31(3), 217–230.Google Scholar

de Bot, K. (2001). Language use as an interface between sociolinguistic and psycholinguistic processes in language attrition and language shift. In Klatter-Folmer, J. & van Avermaet, P. (Eds.), Theories on maintenance and loss of minority languages. Towards a more integrated explanatory framework (pp. 65–82). Münster: Waxmann.Google Scholar

de Bot, K. (2007). Dynamic systems theory, lifespan development and language attrition. In Köpke, B., Schmid, M. S., Keijzer, M., & Dostert, S. (Eds.), Language attrition: Theoretical perspectives (pp. 53–68). Amsterdam: John Benjamins.Google Scholar

de Bot, K. & Clyne, M. (1989). Language reversion revisited. Studies in Second Language Acquisition, 11(2), 167–177.Google Scholar

de Bot, K. & Clyne, M. (1994). A 16-year longitudinal study of language attrition in Dutch immigrants in Australia. Journal of Multilingual & Multicultural Development, 15(1), 17–28.Google Scholar

de Bot, K. & Jaensch, C. (2015). What is special about L3 processing? Bilingualism: Language and Cognition, 18(2), 130–144.Google Scholar

de Bot, K. & Makoni, S. (2005). Language and aging in multilingual contexts. Clevedon: Multilingual Matters.Google Scholar

de Bot, K., Martens, V., & Stoessel, S. (2004). Finding residual lexical knowledge: The “savings” approach to testing vocabulary. International Journal of Bilingualism, 8(3), 373–382.Google Scholar

de Bot, K. & Stoessel, S. (2000). In search of yesterday’s words: Reactivating a long forgotten language. Applied Linguistics, 21(3), 364–388.Google Scholar

De Bot, K. & Weltens, B. (1991). Recapitulation, regression and language loss. In Seliger, H. W. & Vago, R. M. (Eds.), First language attrition (pp. 31–51). Cambridge: Cambridge University Press.Google Scholar

de Bruin, A., Bak, T. H., & Della Sala, S. (2015). Examining the effects of active versus inactive bilingualism on executive control in a carefully matched non-immigrant sample. Journal of Memory and Language, 85, 15–26.Google Scholar

de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias. Psychological Science, 26(1), 99–107.Google Scholar

De Cat, C., Gusnanto, A., & Serratrice, L. (2018). Identifying a threshold for the executive function advantage in bilingual children. Studies in Second Language Acquisition, 40(1), 119–151.Google Scholar

Dehaene, S., Dupoux, E., Mehler, J., Cohen, L., Paulesu, E., Perani, D., van de Moortele, P.-F., Lehéricy, S., & Le Bihan, D. (1997). Anatomical variability in the cortical representation of first and second language. NeuroReport, 8(17), 3809–3815.Google Scholar

De Houwer, A. (1983). Some aspects of the simultaneous acquisition of Dutch and English by a three-year-old child. Nottingham Linguistic Circular, 12(2), 106–129.Google Scholar

De Houwer, A. (1990). The acquisition of two languages from birth: A case study. Cambridge: Cambridge University Press.Google Scholar

De Houwer, A. (1999). Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In Extra, G. & Verhoeven, L. (Eds.), Bilingualism and migration (pp. 75–95). Berlin: Mouton de Gruyter.Google Scholar

De Houwer, A. (2004). Trilingual input and children’s language use in trilingual families in Flanders. In Hoffmann, C. & Ytsma, J. (Eds.), Trilingualism in family, school and community (pp. 118–135). Clevedon: Multilingual Matters.Google Scholar

De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424.Google Scholar

De Houwer, A. (2009). Bilingual first language acquisition. Bristol: Multilingual Matters.Google Scholar

De Houwer, A. (2013). Early bilingualism. In Chapelle, C. A. (Ed.), The encyclopedia of applied linguistics. Blackwell Publishing Ltd. doi: 10.1002/9781405198431.wbeal0351Google Scholar

De Houwer, A. (2014). The absolute frequency of maternal input to bilingual and monolingual children: A first comparison. In Grüter, T. & Paradis, J. (Eds.), Input and experience in bilingual development (pp. 37–58). Amsterdam: John Benjamins.Google Scholar

De Houwer, A. (2015a). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19(2), 169–184.Google Scholar

De Houwer, A. (2015b). Integration und Interkulturalität in Kindertagesstätten und in Kindergärten: Die Rolle der Nichtumgebungssprache für das Wohlbefinden von Kleinkindern [Integration and interculturality in childcare centers and preschools: The role of the minority language for children’s well-being]. In Reichert-Garschhammer, E., Kieferle, C., Wertfein, M., & Becker-Stoll, F. (Eds.), Inklusion und Partizipation. Vielfalt als Chance und Anspruch [Inclusion and participation: Diversity as a chance and a challenge] (pp. 113–125). Göttingen: Vandenhoeck & Ruprecht.Google Scholar

De Houwer, A. (2017a). Early multilingualism and language awareness. In Cenoz, J., Gorter, D., & May, S. (Eds.), Language awareness and multilingualism (pp. 83–97). Berlin: Springer.Google Scholar

De Houwer, A. (2017b). Minority language parenting in Europe and children’s well-being. In Cabrera, N. & Leyendecker, B. (Eds.), Handbook on positive development of minority children and youth (pp. 231–246). Berlin: Springer.Google Scholar

De Houwer, A. (2018a). Input, context and early child bilingualism: Implications for clinical practice. In Bar-On, A. & Ravid, D. (Eds.), Handbook of communication disorders: Theoretical, empirical, and applied linguistic perspectives (pp. 599–616). Berlin: Walter de Gruyter.Google Scholar

De Houwer, A. (2018b). The role of language input environments for language outcomes and language acquisition in young bilingual children. In Miller, D., Bayram, F., Rothman, J., & Serratrice, L. (Eds.), Bilingual cognition and language: The state of the science across its subfields (pp. 127–153). Amsterdam: John Benjamins.Google Scholar

De Houwer, A. (to appear). Individual bilingualism. In Mufwene, S. & Escobar, A.-M. (Eds.), The Cambridge handbook of language contact. Cambridge: Cambridge University Press.Google Scholar

De Houwer, A. & Bornstein, M. H. (2003). Balancing on the tightrope: Language use patterns in bilingual families with young children. Presentation at the Fourth International Symposium on Bilingualism, Tempe, AZ, United States, April 30–May 3.Google Scholar

De Houwer, A. & Bornstein, M. H. (2016). Balance patterns in early bilingual acquisition: A longitudinal study of word comprehension and production. In Silva-Corvalán, C. & Treffers-Daller, J. (Eds.), Language dominance in bilinguals: Issues of measurement and operationalization (pp. 134–155). Cambridge: Cambridge University Press.Google Scholar

De Houwer, A., Bornstein, M. H., & De Coster, S. (2006). Early understanding of two words for the same thing: A CDI study of lexical comprehension in infant bilinguals. International Journal of Bilingualism, 10(3), 331–347.Google Scholar

De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual–monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35(6), 1189–1211.Google Scholar

de Leeuw, E., Mennen, I., & Scobbie, J. M. (2013). Dynamic systems, maturational constraints and L1 phonetic attrition. International Journal of Bilingualism, 17(6), 683–700.Google Scholar

De Schryver, J. (2012). Het einde van de tussentaal en de Vlaamse standaardtaaldiscussie [The end of in-between language and the Flemish debate on standardization]. In Jaspers, J., Absillis, K., & Van Hoof, S. (Eds.), De manke usurpator (pp. 141–165). Antwerpen: Universiteit Antwerpen.Google Scholar

De Vogelaer, G. & Toye, J. (2017). Acquiring attitudes towards varieties of Dutch: A quantitative perspective. In De Vogelaer, G. & Katerbow, M. (Eds.), Acquiring sociolinguistic variation (pp. 117–154). Amsterdam: John Benjamins.Google Scholar

DeAnda, S., Arias-Trejo, N., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment. Bilingualism: Language and Cognition, 19(1), 162–180.Google Scholar

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). Language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research, 59(6), 1346–1356.Google Scholar

Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. London: British Council.Google Scholar

DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499–533.Google Scholar

DeKeyser, R. M. (2007). Study abroad as foreign language practice. In DeKeyser, R. (Ed.), Practising in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208–226). Cambridge: Cambridge University Press.Google Scholar

DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(1), 52–67.Google Scholar

Dekker, D. & Young, C. (2005). Bridging the gap: The development of appropriate educational strategies for minority language communities in the Philippines. Current Issues in Language Planning, 6(2), 182–199.Google Scholar

DELMI (Delegationen för Migrationsstudier). Utkast till program och strategi [The Migration Studies Delegation. Program and strategy]. Retrieved from www.delmi.se, last accessed February 1, 2018.Google Scholar

Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285–300.Google Scholar

Deuchar, M. & Quay, S. (2000). Bilingual acquisition: Theoretical implications of a case study. Oxford: Oxford University Press.Google Scholar

Devine, R. T. & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794.Google Scholar

Dewaele, J.-M. (2002a). The effect of multilingualism and socio-situational factors on communicative anxiety of mature language learners. In Ytsma, J. & Hooghiemstra, M. (Eds.), Proceedings of the second international conference on trilingualism (CD-ROM).Google Scholar

Dewaele, J.-M. (2002b). Using sociostylistic variants in advanced French interlanguage: The case of nous/on. In Foster-Cohen, S., Ruthenberg, T., & Poschen, M. L. (Eds.), EUROSLA Yearbook 2002 (pp. 205–226). Amsterdam: John Benjamins.Google Scholar

Dewaele, J.-M. (2004). Retention or omission of the “ne” in advanced French interlanguage: The variable effect of extralinguistic factors. Journal of Sociolinguistics, 8(3), 433–450.Google Scholar

Dewaele, J.-M. & Li, Wei. (2013). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual & Multicultural Development, 35(3), 235–251.Google Scholar

Dewaele, J.-M. & Salomidou, L. (2017). Loving a partner in a foreign language. Journal of Pragmatics, 108, 116–130.Google Scholar

Deygers, B. (2017). Just testing: Applying theories of justice to high-stakes language tests. ITL: International Journal of Applied Linguistics, 168(2), 143–163.Google Scholar

Diao, W. (2017). Between the standard and non-standard: Accent and identity among transnational Mandarin speakers studying abroad in China. System, 71, 87–101.Google Scholar

Dicker, S. (1993). The universal second language requirement: An inadequate substitute for bilingual education (A response to Aaron Wildavsky). Journal of Policy Analysis and Management, 12(4), 779–787.Google Scholar

Dickinson, J. (2010). Languages for the market, the nation, or the margins: Overlapping ideologies of language and identity in Zakarpattia. International Journal of the Sociology of Language, 201, 53–78.Google Scholar

Dijkstra, J., Kuiken, F., Jorna, R. J., & Klinkenberg, E. L. (2016). The role of majority and minority language input in the early development of a bilingual vocabulary. Bilingualism: Language and Cognition, 19(1), 191–205.Google Scholar

Dijkstra, T., Timmermans, M., & Schriefers, H. (2000). On being blinded by your other language: Effects of task demands on interlingual homograph recognition. Journal of Memory and Language, 42(4), 445–464.Google Scholar

Dijkstra, T. & van Heuven, W. (1998). The BIA-model and bilingual word recognition. In Grainger, J. & Jacobs, A. (Eds.), Localist connectionist approaches to human cognition (pp. 189–225). Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Dijkstra, T. & van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5(3), 175–197.Google Scholar

Diskin, C. & Regan, V. (2015). Migratory experience and second language acquisition amongst Polish and Chinese migrants in Dublin, Ireland. In Forsberg Lundell, F. & Bartning, I. (Eds.), Cultural migrants and optimal language acquisition (pp. 178–202). Bristol: Multilingual Matters.Google Scholar

Donati, C. & Branchini, C. (2013). Challenging linearization: Simultaneous mixing in the production of bimodal bilinguals. In Roberts, I. & Biberauer, T. (Eds.), Challenges to linearization (pp. 93–128). Berlin: Mouton de Gruyter.Google Scholar

Dong, Y. & Li, P. (2015). The cognitive science of bilingualism. Language and Linguistics Compass, 9, 1–13.Google Scholar

Dörnyei, Z. & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.Google Scholar

Doughty, C. J., Campbell, S. G., Mislevy, M. A., Bunting, M. F., Bowles, A. R., & Koeth, J. T. (2010). Predicting near-native ability: The factor structure and reliability of Hi-LAB. In Prior, M. T., Watanabe, Y., & Lee, S.-K. (Eds.), Selected proceedings of the 2008 Second Language Research Forum (pp. 10–31). Somerville Cascadilla Proceedings Project.Google Scholar

Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 1, Centenary Anniversary), 19–47.Google Scholar

Dowens, M. G., Vergara, M., Barber, H. A., & Carreiras, M. (2010). Morphosyntactic processing in late second-language learners. Journal of Cognitive Neuroscience, 22(8), 1870–1887.Google Scholar

Downes, S. (2001). Sense of Japanese cultural identity within an English partial immersion programme: Should parents worry? International Journal of Bilingual Education and Bilingualism, 4(3), 165–180.Google Scholar

Dressler, W. U. (1991). The sociolinguistic and patholinguistic attrition of Breton phonology, morphology, and morphophonology. In Seliger, H. W. & Vago, R. M. (Eds.), First language attrition (pp. 99–112). Cambridge: Cambridge University Press.Google Scholar

Duff, P. A. (2010). Research approaches in applied linguistics. In Kaplan, R. (Ed.), The Oxford handbook of applied linguistics (2nd ed., pp. 45–59). Oxford: Oxford University Press.Google Scholar

Dulay, K. M., Tong, X. & McBride, C. (2017). The role of foreign domestic helpers in Hong Kong Chinese children’s English and Chinese skills: A longitudinal study. Language Learning, 67(2), 321–347.Google Scholar

Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited: Myth or reality? Experimental Psychology, 61(3), 234–251.Google Scholar

Dunn, L. M. & Dunn, D. M. (2007). Peabody Picture Vocabulary Test, Fourth edition (PPVT™-4). San Antonio, TX: Pearson.Google Scholar

Durgunoğlu, A. Y. & Verhoeven, L. (Eds.) (1998). Literacy development in a multilingual context: Cross-cultural perspectives. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Dussias, P. E. & Sagarra, N. (2007). The effect of exposure on syntactic parsing in Spanish–English bilinguals. Bilingualism: Language and Cognition, 10(1), 101–116.Google Scholar

Eades, D. (2008). Courtroom talk and neocolonial control. Berlin: Mouton de Gruyter.Google Scholar

Eades, D. (2012). The social consequences of language ideologies in courtroom cross-examination. Language in Society, 41(4), 471–497.Google Scholar

Easterly, W. & Levine, R. (1997). Africa’s growth tragedy: Policies and ethnic divisions. Quarterly Journal of Economics, 112(4), 1203–1250.Google Scholar

Ebbinghaus, H. (1885). Uber das Gedächtnis: Untersuchungen zur experimentellen Psychologie [About memory: investigations into experimental psychology]. Leipzig: Duncker & Humblot.Google Scholar

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89.Google Scholar

Ecke, P. (2004). Language attrition and theories of forgetting: A cross-disciplinary review. International Journal of Bilingualism, 8(3), 321–354.Google Scholar

Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of young learners: Languages for the children of Europe. Brussels: European Commission.Google Scholar

Edmonds, L. A. & Donovan, N. J. (2012). Item-level psychometrics and predictors of performance for Spanish/English bilingual speakers on an object and action naming battery. Journal of Speech, Language, and Hearing Research, 55(2), 359–381.Google Scholar

Edmonds, L. A. & Kiran, S. (2006). Effect of semantic naming treatment on crosslinguistic generalization in bilingual aphasia. Journal of Speech, Language, and Hearing Research, 49(4), 729–748.Google Scholar

Edwards, J. (2012). Multilingualism. Understanding linguistic diversity. London: Continuum.Google Scholar

Egger, E., Hulk, A., & Tsimpli, I. M. (2018). Crosslinguistic influence in the discovery of gender: The case of Greek–Dutch bilingual children. Bilingualism: Language and Cognition, 21(4), 694–709.Google Scholar

Egger, P. & Lassmann, A. (2012). The language effects of international trade: A meta-analysis. Economics Letters, 116(2), 221–224.Google Scholar

Egger, P. & Toubal, F. (2016). Common spoken languages and international trade. In Ginsburgh, V. & Weber, S. (Eds.), The Palgrave handbook of economics and language (pp. 263–289). Basingstoke: Palgrave Macmillan.Google Scholar

Eijberts, M. & Roggeband, C. (2016). Stuck with the stigma? How Muslim migrant women in the Netherlands deal – individually and collectively – with negative stereotypes. Ethnicities, 16(1), 130–153.Google Scholar

Eimas, P. D., Siqueland, E. R., Juscyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171(3968), 303–306.Google Scholar

Elias-Bursać, E. (2012). Shaping international justice: The role of translation and interpreting at the ICTY in The Hague. Translation and Interpreting Studies, 7(1), 34–53.Google Scholar

Elliott, A. & Urry, J. (2010). Mobile lives. London: Routledge.Google Scholar

Ellis, N. C., Römer, U., & O’Donnell, M. B. (2016). Usage-based approaches to language acquisition and processing: Cognitive and corpus investigations of construction grammar. Malden, MA: Wiley-Blackwell.Google Scholar

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83–107.Google Scholar

Elwert, T. (1959). Das zweisprachige Individuum. Ein Selbstzeugnis. [The bilingual individual. A personal testimony.] Wiesbaden: Verlag der Akademie der Wissenschaften und der Literatur.Google Scholar

Emmorey, K., Borinstein, H. B., & Thompson, R. (2005). Bimodal bilingualism: Code-blending between spoken English and American Sign Language. In Cohen, J., McAlister, K. T., Rolstad, K. & MacSwan, J. (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 663–673). Somerville Cascadilla Press.Google Scholar

Emmorey, K., Borinstein, H. B., Thompson, R., & Gollan, T. H. (2008). Bimodal bilingualism. Bilingualism: Language and Cognition, 11(1), 43–61.Google Scholar

Emmorey, K., Giezen, M. R., & Gollan, T. H. (2016). Psycholinguistic, cognitive, and neural implications of bimodal bilingualism. Bilingualism: Language and Cognition, 19(2), 223–242.Google Scholar

Emmorey, K., Petrich, J. A. F., & Gollan, T. H. (2012). Bilingual processing of ASL–English code blends: The consequences of accessing two lexical representations simultaneously. Journal of Memory and Language, 67(1), 199–210.Google Scholar

Ender, A. E. (2017) What is the target variety? The diverse effects of standard-dialect variation in second language acquisition. In De Vogelaer, G. & Katerbow, M. (Eds.), Acquiring sociolinguistic variation (pp. 155–185). Amsterdam: John Benjamins.Google Scholar

Ennser-Kananen, J. (2014). The right to be multilingual: How two trilingual students construct their linguistic legitimacy in a German classroom. University of Minnesota. https://conservancy.umn.edu/bitstream/handle/11299/164846/EnnserKananen_umn_0130E_14950.pdf;sequence=1, last accessed January 18, 2017.Google Scholar

Epstein, N. (1977). Language, ethnicity and the schools: Policy alternatives for bilingual-bicultural education. Washington, DC: Institute for Educational Leadership, George Washington University.Google Scholar

Epstein, R. (2016, December 5). The empty brain. Aeon. Retrieved from: https://aeon.co/essays/your-brain-does-not-process-information-and-it-is-not-a-computer, last accessed January 18, 2018.Google Scholar

Erard, M. (2012). Babel no more. In search for the world’s most extraordinary language learners. New York: Free Press.Google Scholar

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia Caslon.Google Scholar

Esser, H. (2006). Migration, language and integration. AKI Research Review (Wissenschaftszentrum Berlin für Sozialforschung).Google Scholar

European Commission (2011). Language learning at pre-primary school level: Making it efficient and sustainable. A policy handbook. Brussels: European Commission.Google Scholar

European Commission (2012a). Europeans and their languages. Special Eurobarometer 386. http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_en.pdf, last accessed January 19, 2018.Google Scholar

European Commission (2012b). First European survey on language competences. Brussels: European Commission.Google Scholar

Eurostat. (2017). Foreign language learning statistics, October 2017. http://ec.europa.eu/eurostat/statistics-explained/index.php/Foreign_language_learning_statistics#Further_Eurostat_information, last accessed January 10, 2018.Google Scholar

Extra, G. & Yağmur, K. (Eds.). (2012). Language rich Europe: Trends in policies and practices for multilingualism in Europe. Cambridge: British Council/Cambridge University Press.Google Scholar

Fabbro, F. (1999). The neurolinguistics of bilingualism: An introduction. Hove: Psychology Press.Google Scholar

Fabbro, F. (2001). The bilingual brain: Cerebral representation of languages. Brain and Language, 79(2), 211–222.Google Scholar

Fabbro, F. & Paradis, M. (1995). Differential impairments in four multilingual patients with subcortical lesions. In Paradis, M. (Ed.), Aspects of bilingual aphasia (pp. 139–176). Oxford: Pergamon Press.Google Scholar

Fabbro, F., Skrap, M., & Aglioti, S. (2000). Pathological switching between languages after frontal lesions in a bilingual patient. Journal of Neurology, Neurosurgery & Psychiatry, 68(5), 650–652.Google Scholar

Faroqi-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319–341.Google Scholar

Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J., Pethick, S., & Reilly, J. (1993). The MacArthur communicative development inventories: User’s guide and technical manual. San Diego Singular Publishing Group.Google Scholar

Ferjan Ramírez, N., Ramírez, R. R., Clarke, M., Taulu, S., & Kuhl, P. K. (2017). Speech discrimination in 11‐month‐old bilingual and monolingual infants: A magnetoencephalography study. Developmental Science, 20(1), e12427.Google Scholar

Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42(1), 98–116.Google Scholar

Ferris, S. H. & Farlow, M. (2013). Language impairment in Alzheimer’s disease and benefits of acetylcholinesterase. Clinical Interventions in Aging, 8, 1007–1014.Google Scholar

Festman, J. (2012). Language control abilities of late bilinguals. Bilingualism: Language & Cognition, 15(3), 580–593.Google Scholar

Fishman, J. A. (1977). Bilingual education: Current perspectives. Arlington Center for Applied Linguistics.Google Scholar

Fishman, J. A. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters.Google Scholar

Fishman, J. A. (Ed.). (2001). Can threatened languages be saved? Reversing language shift revisited, a 21st century perspective. Clevedon: Multilingual Matters.Google Scholar

Fitzsimmons-Doolan, S. (2014). Using lexical variables to identify language ideologies in a policy corpus. Corpora, 9(1), 57–82.Google Scholar

Floccia, C., Butler, J., Girard, F., & Goslin, J. (2009). Categorization of regional and foreign accent in 5- to 7-year-old British children. International Journal of Behavioral Development, 33(4), 366–375.Google Scholar

Flores, C. (2010). The effect of age on language attrition: Evidence from bilingual returnees. Bilingualism: Language and Cognition, 13(4), 533–546.Google Scholar

Flores, N. & Lewis, M. (2016) From truncated to socio-political emergence: A critique of super-diversity in sociolinguistics. International Journal of the Sociology of Language, 241, 97–124.Google Scholar

Flores, N. & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171.Google Scholar

Flores, R. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520.Google Scholar

Fodor, J. A. (1975). The language of thought. Boston Harvard University Press.Google Scholar

Footnick, R. (2007). A hidden language: Recovery of a “lost” language is triggered by hypnosis. In Köpke, B., Schmid, M. S., Keijzer, M., & Dostert, S. (Eds.), Language attrition: Theoretical perspectives (pp. 169–187). Amsterdam: John Benjamins.Google Scholar

Forsberg Lundell, F. & Bartning, I. (Eds.). (2015a). Cultural migrants and optimal language acquisition. Bristol: Multilingual Matters.Google Scholar

Forsberg Lundell, F. & Bartning, I. (2015b). Introduction: Cultural migrants: Introducing a new concept in SLA research. In Forsberg Lundell, F. & Bartning, I. (Eds.), Cultural migrants and optimal language acquisition (pp. 1–16). Bristol: Multilingual Matters.Google Scholar

Forsberg Lundell, F. & Bartning, I. (2015c). What can SLA learn from cultural migrants? In Forsberg Lundell, F. & Bartning, I. (Eds.), Cultural migrants and optimal language acquisition (pp. 221–227). Bristol: Multilingual Matters.Google Scholar