Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). Systematic review and meta-analysis on the cognitive benefits of bilingualism. Review of Educational Research, 80, 207–45, https://doi.org/10.3102%2F0034654310368803.CrossRefGoogle Scholar

Adi-Japha, E., Berberich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of bilingual children. Child Development, 81(5), 1356–66, https://doi.org/10.1111/j.1467-8624.2010.01477.x.Google Scholar

Altman, C., Goldstein, T., & Armon-Lotem, S. (2018). Vocabulary, metalinguistic awareness and language dominance among bilingual preschool children. Frontiers in Psychology, 9, e1953, https://doi.org/10.3389/fpsyg.2018.01953.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, 5, e398, https://doi.org/10.3389/fpsyg.2014.00398.Google Scholar

Arredondo, M. M., Hu, X-S., Satterfield, T., & Kovelman, I. (2017). Bilingualism alters children’s frontal love functioning for attentional control. Developmental Science, 20(3), e12377, https://doi.org/10.1111/desc.12377.Google Scholar

Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699–714, https://doi.org/10.1016/j.ecresq.2014.02.003.Google Scholar

Barac, R., Moreno, S., & Bialystok, E. (2016). Behavioral and electrophysiological differences in executive control between monolingual and bilingual children. Child Development, 87(4), 1277–90, https://doi.org/10.1111/cdev.12538.CrossRefGoogle ScholarPubMed

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46, https://doi.org/10.1016/0010-0277(85)90022-8.Google Scholar

Beatty-Martínez, A. L., Navarro-Torres, C. A., Dussias, P. E., Bajo, M. T., Guzzardo Tamargo, R. E., & Kroll, J. F. (2020). Interactional context mediates the consequences of bilingualism for language and cognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(6), 1022–47, https://doi.org/10.1037/xlm00007.Google Scholar

Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233–62, https://doi.org/10.1037/bul0000099.Google Scholar

Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21, 666–79, https://doi.org/10.1080/13670050.2016.1203859.CrossRefGoogle ScholarPubMed

Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73, https://doi.org/10.1016/j.cognition.2011.08.003.CrossRefGoogle ScholarPubMed

Bialystok, E., Craik, F. I. M., Green, D. W., & Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10(3), 89–129, https://doi.org/10.1177%2F1529100610387084.Google Scholar

Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism, 13(4), 525–31, https://doi.org/10.1017/S1366728909990423.Google Scholar

Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325–29, https://doi.org/10.1111/j.1467-7687.2004.00351.x.Google Scholar

Bialystok, E., Martin, M. M., & Viswanathan, M. (2005). Bilingualism across the lifespan: The rise and fall of inhibitory control. International Journal of Bilingualism, 9(1), 103–19, https://doi.org/10.1177%2F13670069050090010701.Google Scholar

Bialystok, E., & Shapero, D. (2005). Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures. Developmental Science, 8(6), 595–604, https://doi.org/10.1111/j.1467-7687.2005.00451.x.CrossRefGoogle ScholarPubMed

Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3–4), 296–312, https://doi.org/10.1111/j.1469-7610.2006.01611.x.Google Scholar

Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36–41, https://doi.org/10.1111/cdep.12059.Google Scholar

Byers-Heinlein, K., Esposito, A. G., Winsler, A., Marian, V., Castro, D. C., & Luk, G. (2019). The case for measuring and reporting bilingualism in developmental research. Collabra: Psychology, 5(1), 37, https://doi.org/10.1525/collabra.233.CrossRefGoogle ScholarPubMed

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–98, https://doi.org/10.1111/j.1467-7687.2008.00675.x.Google Scholar

Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 72, 1032–53, https://doi.org/10.1111/1467-8624.00333.Google Scholar

Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11, 73–92.Google Scholar

Carlson, S. M., Zelazo, P. D., & Faja, S. (2013). Executive function. In Zelazo, P. D., ed., Oxford Library of Psychology. The Oxford Handbook of Developmental Psychology (Vol. 1): Body and Mind. New York: Oxford University Press, pp. 706–43.Google Scholar

Choi, D., Black, A. K., & Werker, J. F. (2018). Cascading and multisensory influences on speech perception development. Mind, Brain, and Education, 12(4), 212–23, https://doi.org/10.1111/mbe.12162.Google Scholar

Christoffels, I. K., de Haan, A. M., Steenbergen, L., van den Wildenberg, W. P. M., & Colzato, L. S. (2015). Two is better than one: Bilingual education promotes the flexible mind. Psychological Research, 79(3), 371–79, https://doi.org/10.1007/s00426-014-0575-3.Google Scholar

Chung-Fat-Yim, A., Himel, C., & Bialystok, E. (2019). The impact of bilingualism on executive function in adolescents. International Journal of Bilingualism, 23(6), 1278–90, https://doi.org/10.1177%2F1367006918781059.Google Scholar

Chung-Fat-Yim, A., Sorge, G., & Bialystok, E. (2020). Continuous effects of bilingualism and attention on Flanker task performance. Bilingualism: Language and Cognition, 23(5), 1106–1111, https://doi.org/10.1017/S1366728920000036.CrossRefGoogle ScholarPubMed

Comishen, K. J., Bialystok, E., & Adler, S. A. (2019). The impact of bilingual environments on selective attention in infancy. Developmental Science, 22(4), e12797, https://doi.org/10.1111/desc.12797.Google Scholar

Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59–86, https://doi.org/10.1016/j.cognition.2006.12.013.Google Scholar

Cropley, A. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3), 391–404, https://doi.org/10.1207/s15326934crj1803_13.Google Scholar

Darcy, N. T. (1953). A review of the literature on the effects of bilingualism upon the measurement of intelligence. Journal of Genetic Psychology, 82, 21–57, https://doi.org/10.1080/08856559.1953.10533654.Google Scholar

Della Rosa, P. A., Videsott, G., Borsa, V. M., Canini, M., Weekes, B. S., Franceschini, R., & Abutalebi, J. (2013). A neural interactive location for multilingual talent. Cortex, 49(2), 605–08, https://doi.org/10.1016/j.cortex.2012.12.001.Google Scholar

Deutsch, G. K., Dougherty, R. F., Bammer, R., Siok, W. T., Gabrieli, J. D., & Wandell, B. (2005). Children’s reading performance is correlated with white matter structure measured by diffusion tensor imaging. Cortex, 41, 354–63, https://doi.org/10.1016/s0010-9452(08)70272-7.Google Scholar

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–68, https://doi.org/10.1146/annurev-psych-113011-143750.CrossRefGoogle ScholarPubMed

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, 234–51, https://psycnet.apa.org/doi/10.1027/1618-3169/a000243.Google Scholar

Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception and Psychophysics, 16(1), 143–49.Google Scholar

Espinosa, L. M., LaForett, D. R., Burchinal, M., Winsler, A., Tien, H.-C., Peisner-Feinberg, E. S., & Castro, D. C. (2017). Child care experiences among dual language learners in the United States: Analyses of the Early Childhood Longitudinal Study–Birth Cohort. AERA Open, 3(2), 1–15.Google Scholar

Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26, 1090–97, https://doi.org/10.1177/0956797615574699.Google Scholar

Fan, J., McCandliss, B. D., Sommer, T., Raz, A. & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–7, https://doi.org/10.1162/089892902317361886.Google Scholar

Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M., Gazanizadand, N., & Kumar, V. (2010). Theory of mind in bilingual and monolingual preschool children. Journal of Psychology, 1, 39–46, https://doi.org/10.1080/09764224.2010.11885444.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, https://doi.org/10.1111/desc.12427.Google Scholar

Friesen, D. C., & Bialystok, E. (2012). Metalinguistic ability in bilingual children. Rivista di Psycolinguistica Applicata, 12(3), 47–56.Google ScholarPubMed

Gathercole, V. C. M., Thomas, E. M., Kennedy, I., Prys, C., Young, N., Guasch, N. V., Roberts, E. J., Hughes, E. K., & Jones, L. (2014). Does language dominance affect cognitive performance in bilinguals? Lifespan evidence from preschoolers through older adults on card sorting, Simon, and metalinguistic tasks. Frontiers in Psychology, 5, e11, https://doi.org/10.3389/fpsyg.2014.00011.Google Scholar

Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition, 6(1), 1–15, https://doi.org/10.1017/S1366728903001007.Google Scholar

Goriot, C., Broersma, M., McQueen, J. M., Unsworth, S., & van Hout, R. (2018). Language balance and switching ability in children acquiring English as a second language. Journal of Experimental Child Psychology, 173, 168–86, https://doi.org/10.1016/j.jecp.2018.03.019.Google Scholar

Green, D. W., & Abutalebi, J. (2013). Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25(5), 515–30, https://doi.org/10.1080/20445911.2013.796377.Google Scholar

Greenberg, A., Bellana, B., & Bialystok, E. (2013). Perspective-taking ability in bilingual children: Extending advantages in executive control to spatial reasoning. Cognitive Development, 28(1), 41–50, https://doi.org/10.1016/j.cogdev.2012.10.002.CrossRefGoogle ScholarPubMed

Grosjean, F. (2012). Bilingualism: A short introduction. In Grosjean, F. & Li, P., eds., The Psycholinguistics of Bilingualism. Hoboken: John Wiley & Sons, pp. 5–25.Google Scholar

Hartanto, A., Yang, H., & Yang, S. (2018). Bilingualism positively predicts mathematical competence: Evidence from two large-scale studies. Learning and Individual Differences, 61, 216–27.Google Scholar

Jasinska, K. K., & Pettito, L. A. (2013). How age of bilingual exposure can change the neural systems for language in the developing brain: A functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Developmental Cognitive Neuroscience, 6, 87–101, https://doi.org/10.1016/j.dcn.2013.06.005.Google Scholar

Jasinska, K. K., & Pettito, L. A. (2014). Development of neural systems for reading in the monolingual and bilingual brain: New insights from functional near infrared spectroscopy neuroimaging. Developmental Neuropsychology, 6, 421–39, https://doi.org/10.1080/87565641.2014.939180.Google Scholar

Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive Development, 28(3), 233–46, https://doi.org/10.1016/j.cogdev.2013.01.011.CrossRefGoogle ScholarPubMed

Karmiloff-Smith, A. (1990). Constraints on representational change: Evidence from children’s drawing. Cognition, 34, 57–83, https://doi.org/10.1016/0010-0277(90)90031-e.Google Scholar

Kempert, S., Saalbach, H., & Hardy, I. (2011). Cognitive benefits and costs of bilingualism in elementary school students: The case of mathematical word problems. Journal of Educational Psychology, 103(3), 547–61.Google Scholar

Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false belief reasoning. Developmental Science, 12(1), 48–54, https://doi.org/10.1111/j.1467-7687.2008.00742.x.Google Scholar

Kovács, Á. M., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. PNAS, 106(16), 6556–60, https://doi.org/10.1073/pnas.0811323106.Google Scholar

Krizman, J., Marian, V., Shook, A., Skoe, E., & Kraus, N. (2012). Subcortical encoding of sound is enhanced in bilinguals and relates to executive function advantages. Proceedings of the National Academy of Sciences, 109(20), 7877–81, https://doi.org/10.1073/pnas.1201575109.Google Scholar

Krizman, J., Skoe, E., Marian, V., & Kraus, N. (2014). Bilingualism increases neural response consistency and attentional control: Evidence for sensory and cognitive coupling. Brain and Language, 128(1), 34–40, https://doi.org/10.1016/j.bandl.2013.11.006.Google Scholar

Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497–514, https://doi.org/10.1080/20445911.2013.799170.Google Scholar

Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Valdes-Kroff, J. (2012). Juggling two languages in one mind: What bilinguals tell us about language processing and its consequences for cognition. In Ross, B., ed., The Psychology of Learning and Motivation, Volume 56. San Diego: Academic Press, pp. 229–62.Google Scholar

Kuipers, J. R., & Thierry, G. (2012). Event-related potential correlated of language change detection in bilingual toddlers. Developmental Cognitive Neuroscience, 2(1), 97–102, https://doi.org/10.1016/j.dcn.2011.08.002.CrossRefGoogle ScholarPubMed

Kuipers, J. R., & Thierry, G. (2015). Bilingualism and increased attention to speech: Evidence from event-related potentials. Brain and Language, 149 , 27–32, https://doi.org/10.1016/j.bandl.2015.07.004.Google Scholar

Lee, H., & Kim, K. H. (2011). Can speaking more languages enhance your creativity? Relationship between bilingualism and creative potential among Korean American students with multicultural link. Personality and Individual Differences, 50(8), 1186–90.CrossRefGoogle Scholar

Leikin, M., & Tovli, E. (2014). Bilingualism and creativity in early childhood. Creativity Research Journal, 26(4), 411–7, https://doi.org/10.1080/10400419.2014.961779.Google Scholar

Lewkowicz, D. J., & Hansen-Tift, A. M. (2012). Infants deploy selective attention to the mouth of a talking face when learning speech. Proceedings of the National Academy of Sciences of the United States of America, 109(5), 1431–6, https://doi.org/10.1073/pnas.1114783109.Google Scholar

Li, W. (2008). Research perspectives on bilingualism and multilingualism. In Li, W. & Moyer, M., eds., The Blackwell Handbook of Research Methods on Bilingualism and Multilingualism. Oxford: Blackwell, pp. 3–17.Google Scholar

Lu, C.-H., & Proctor, R. W. (1995). The influence of irrelevant location information on performance: A review of the Simon and spatial Stroop effects. Psychonomic Bulletin and Review, 2, 174–207, https://doi.org/10.3758/BF03210959.Google Scholar

Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25(5), 605–21, https://doi.org/10.1080/20445911.2013.795574.CrossRefGoogle Scholar

Macnamara, J. (1966). Bilingualism and Primary Education. Edinburgh: Edinburgh University Press.Google Scholar

Marian, V., & Hayakawa, S. (2021). Measuring bilingualism: The quest for a “bilingualism quotient”. Applied Psycholinguistics, 42(2), 527–548.CrossRefGoogle Scholar

Marian, V., Shook, A., & Schroeder, S. R. (2013). Bilingual two-way immersion programs benefit academic achievement. Bilingual Research Journal, 36(2), 167–83, https://doi.org/10.1080/15235882.2013.818075.Google Scholar

Marian, V., & Spivey, M. (2003). Competing activation in bilingual language processing: Within- and between-language competition. Bilingualism: Language and Cognition, 6(2), 97–115.Google Scholar

Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11(1), 81–93, https://psycnet.apa.org/doi/10.1017/S1366728907003227.Google Scholar

Mohades, S. G., Struys, E., Van Schuerbeek, P., Mondt, K., Van De Craen, P., & Luypaert, R. (2012). DTI reveals structural differences in white matter tracts between bilingual and monolingual children. Brain Research, 1435, 72–80, https://doi.org/10.1016/j.brainres.2011.12.005.Google Scholar

Mohades, S. G., Van Schuerbeek, P., Rosseel, Y., Van De Craen, P., Luypaert, R., & Baeken, C. (2015). White-matter development is different in bilingual and monolingual children: a longitudinal DTI study. PloS One, 10(2), e0117968, https://doi.org/10.1371/journal.pone.0117968.Google Scholar

Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187–202, https://doi.org/10.1016/j.jecp.2012.09.002.Google Scholar

Okanda, M., Moriguchi, Y., & Itakura, S. (2010). Language and cognitive shifting: Evidence from young monolingual and bilingual children. Psychological Reports, 107(1), 68–78, https://doi.org/10.2466/03.10.28.PR0.107.4.68-78.Google Scholar

O’Sullivan, M., Morris, R. G., Huckstep, B., Jones, D., Williams, S., & Markus, H. (2004). Diffusion tensor MRI correlates with executive dysfunction in patients with ischaemic leukoaraiosis. Journal Neurolology, Neurosurgery, and Psychiatry, 75, 441–7, http://dx.doi.org/10.1136/jnnp.2003.014910.Google Scholar

Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–58, https://doi.org/10.1016/j.cogpsych.2012.12.002.Google Scholar

Papageorgiou, A., Bright, P., Periche Thomas, E., & Filippi, R. (2018). Evidence against a cognitive advantage in the older bilingual population. Quarterly Journal of Experimental Psychology, 72(6), 1354–63, https://doi.org/10.1177%2F1747021818796475.Google Scholar

Peal, E. & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs: General and Applied, 76, 1–23, https://psycnet.apa.org/doi/10.1037/h0093840.Google Scholar

Poarch, G. J., & Bialystok, E. (2015). Bilingualism as a model for multitasking. Developmental Review, 35, 113–24, https://doi.org/10.1016/j.dr.2014.12.003.CrossRefGoogle Scholar

Poarch, G. J., & Van Hell, J. G. (2012). Executive functions and inhibitory control in multilingual children: Evidence from second language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 113(4), 535–51, https://doi.org/10.1016/j.jecp.2012.06.013.Google Scholar

Pons, F., Bosch, L., & Lewkowicz, D. J. (2015). Bilingualism modulates infants’ selective attention to the mouth of a talking face. Psychological Science, 26(4), 490–8, https://psycnet.apa.org/doi/10.1177/0956797614568320.Google Scholar

Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32, 3–25, https://doi.org/10.1080/00335558008248231.Google Scholar

Prior, A., & MacWhinney, B. (2010). A bilingual advantage in task switching. Bilingualism: Language and Cognition, 13(2), 253–62.Google Scholar

Rubio-Fernández, P. (2017). Why are bilinguals better than monolingual children at false-belief tasks? Psychonomic Bulletin Review, 24(3), 987–98, https://doi.org/10.3758/s13423-016-1143-1.Google Scholar

Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Pappert Lercari, L., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42(8), 1029–40, https://doi.org/10.1016/j.neuropsychologia.2003.12.012.Google Scholar

Saer, D. J. (1923). The effects of bilingualism on intelligence. British Journal of Psychology, 14, 25–38, https://doi.org/10.1111/j.2044-8295.1923.tb00110.x.Google Scholar

Schroeder, S. R. (2018). Do bilinguals have an advantage in theory of mind? A meta-analysis. Frontiers in Communication, 3, e36, https://doi.org/10.3389/fcomm.2018.00036.Google Scholar

Sebastián-Gallés, N., Albareda-Castellot, B., Weikum, W. M., & Werker, J. F. (2012). A bilingual advantage in visual language discrimination in infancy. Psychological Science, 23(9), 994–99, https://doi.org/10.1177/0956797612436817.Google Scholar

Sebastián-Gallés, N., Echeverría, S., & Bosch, L. (2005). The influence of initial exposure on lexical representation: Comparing early and simultaneous bilinguals. Journal of Memory and Language, 52(2), 240–55.Google Scholar

Simon, J. R., & Rudell, A. P. (1967). Auditory S-R compatibility: The effect of an irrelevant cue on information processing. Journal of Applied Psychology, 51(3), 300–4, https://doi.org/10.1037/h0020586.Google Scholar

Simonton, D. K. (2008). Bilingualism and creativity. In Altarriba, J. & Heredia, R. R., eds., An Introduction to Bilingualism: Principles and Processes. Mahwah: Lawrence Erlbaum, pp. 147–66.Google Scholar

Sorge, G. B., Toplak, M. E., & Bialystok, E. (2017). Interactions between levels of attention and levels of bilingualism in children’s executive functioning. Developmental Science, 20(1), e12408, https://doi.org/10.1111/desc.12408.Google Scholar

Surrain, S., & Luk, G. (2017). Describing bilinguals: A systematic review of labels and descriptions used in the literature between 2005–2015. Bilingualism: Language and Cognition, 22(2), 401–15, https://doi.org/10.1017/S1366728917000682.Google Scholar

Swanson, J. M., Schuck, S., Mann Porter, M., Carlson, C., Hartman, C. A., Sergeant, J. A., Clevenger, W., Wasdell, M., McCleary, R., Lakes, K., & Wigal, T. (2012). Categorical and dimensional definitions and evaluations of symptoms of ADHD: History of the SNAP and the SWAN rating scales. International Journal of Educational Psychological Assessment, 10(1), 51–70.Google Scholar

Thomas-Sunesson, D., Hakuta, K., & Bialystok, E. (2018). Degree of bilingualism modifies executive control in Hispanic children in the USA. International Journal of Bilingual Education and Bilingualism, 21(2), 197–206.Google Scholar

Torrance, E. P. (1998). The Torrance Tests of Creative Thinking Norms – Technical Manual Figural (Streamlined) Forms A & B. Bensenville: Scholastic Testing Service.Google Scholar

Tse, C-S., & Altarriba, J. (2014). The relationship between language proficiency and attentional control in Cantonese-English bilingual children: Evidence from Simon, Simon switching, and working memory tasks. Frontiers in Psychology, 5, e954, https://doi.org/10.3389/fpsyg.2014.00954.Google Scholar

Valian, V. (2015). Bilingualism and cognition. Bilingualism: Language and Cognition, 18(1), 3–24, https://doi.org/10.1017/S1366728914000522.Google Scholar

Vega, C., & Fernandez, M. (2011). Errors on the WCST correlate with language proficiency scores in Spanish-English bilingual children. Archives in Clinical Neuropsychology, 26(2), 158–64, https://doi.org/10.1093/arclin/acq097.Google Scholar

Videsott, G., Della Rosa, P. A., Wiater, W., Franceschini, R., & Abutalebi, J. (2012). How does linguistic competence enhance cognitive functions in children? A study in multilingual children with different linguistic competences. Bilingualism: Language and Cognition, 15(4), 884–95, https://doi.org/10.1017/S1366728912000119.Google Scholar

Wei, M., Joshi, A. A., Zhang, M., Mei, L. Manis, F. R., He, Q., Beattie, R. L., … Lu, Z-L. (2015). How age of acquisition influences brain architecture in bilinguals. Journal of Neurolinguistics, 36, 35–55, https://doi.org/10.1016/j.jneuroling.2015.05.001.Google Scholar

Weikum, W. M., Vouloumanos, A., Navarra, J., Soto-Faraco, S., Sebastián-Gallés, N., Werker, J. F. (2007). Visual language discrimination in infancy. Science, 316, 1159, https://psycnet.apa.org/doi/10.1126/science.1137686.Google Scholar

Wimmer, M. C., & Marx, C. (2014). Inhibitory processes in visual perception: A bilingual advantage. Journal of Experimental Child Psychology, 126, 412–9, https://doi.org/10.1016/j.jecp.2014.03.004.Google Scholar

Yang, S., Yang, H., & Lust, B. (2011). Early childhood bilingualism leads to advances in executive attention: Dissociating culture and language. Bilingualism: Language and Cognition, 14(3), 412–22.Google Scholar

Yoshida, H., Tran, D. N., Benitez, V., & Kuwabara, M. (2011). Inhibition and adjective learning in bilingual and monolingual children. Frontiers in Psychology, 2, e210, https://doi.org/10.3389/fpsyg.2011.00210.CrossRefGoogle ScholarPubMed

Zelazo, P. D. (2006). The dimensional change card sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1(1), 297–301, https://doi.org/10.1038/nprot.2006.46.Google Scholar

Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24(4), 560–67.Google Scholar

Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. New York: Cambridge University Press.CrossRefGoogle 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., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290–303.Google Scholar

Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 859–73.Google Scholar

Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325–39.Google Scholar

Byers-Heinlein, K. (2018). Speech perception. In Grosjean, F. & Byers‐Heinlein, K., eds., The Listening Bilingual: Speech Perception, Comprehension, and Bilingualism. Oxford: Wiley Blackwell, pp. 153–75.Google Scholar

Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343–48.Google Scholar

Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–88.Google Scholar

Clyne, M. (1997). Some of the things trilinguals do. International Journal of Bilingualism, 1(2), 95–116.Google Scholar

Comeau, L., Genesee, F., & Lapaquette, L. (2003). The modeling hypothesis and child bilingual codemixing. International Journal of Bilingualism, 7(2), 113–26.Google Scholar

Costa, A., Hernández, M., Costa-Faidella, J., & Sebastián-Gallés, N. (2009). On the bilingual advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–49.Google Scholar

Deuchar, M., & Muntz, R. (2003). Factors accounting for code-mixing in an early developing bilingual. In Muller, N., ed., Vulnerable Domains in Multilingualism. Amsterdam: John Benjamins, pp. 161–90.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. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–24.Google Scholar

De Houwer, A. (2009). Bilingual First Language Acquisition. Bristol: Multilingual Matters.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), 1189–211.Google Scholar

Döpke, S. (1992). One Parent One Language: An Interactional Approach. Philadelphia: John Benjamins.Google Scholar

Döpke, S. (2000). The interplay between language-specific development and crosslinguistic influence. In Döpke, S., ed., Cross-linguistic Structures in Simultaneous Bilingualism. Philadelphia: John Benjamins, pp. 79–103.Google Scholar

Fan, S. P., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26(7), 1090–97.Google Scholar

Fennell, C. T., Byers‐Heinlein, K., & Werker, J. F. (2007). Using speech sounds to guide word learning: The case of bilingual infants. Child Development, 78(5), 1510–25.Google Scholar

Fogle, L. W., & King, K. A. (2013). Child agency and language policy in transnational families. Issues in Applied Linguistics, 19, 1–25.Google Scholar

Gafaranga, J. (2010). Medium request: Talking language shift into being. Language in Society, 39(2), 241–70.Google Scholar

Gampe, A., Wermelinger, S., & Daum, M. M. (2019). Bilingual children adapt to the needs of their communication partners, monolinguals do not. Child Development, 90(1), 98–107.Google Scholar

Gawlitzek-Maiwald, I., & Tracy, R. (1996). Bilingual bootstrapping. Linguistics, 34(5), 901–26.Google Scholar

Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16(1), 161–79.Google Scholar

Genesee, F., Boivin, I., & Nicoladis, E. (1996). Talking with strangers: A study of bilingual children’s communicative competence. Applied Psycholinguistics, 17(4), 427–42.Google Scholar

Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22(3), 611–31.Google Scholar

Genesee, F., Tucker, G. R., & Lambert, W. E. (1975). Communication skills of bilingual children. Child Development, 46(4), 1010–14.Google Scholar

Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press.Google Scholar

Gyogi, E. (2015). Children’s agency in language choice: A case study of two Japanese-English bilingual children in London. International Journal of Bilingual Education and Bilingualism, 18(6), 749–64.Google Scholar

Hattori, R. (2016). The majority influence in early English-Chinese-Japanese trilingual acquisition. University of Washington Working Papers in Linguistics: Proceedings of the 2016 Northwest Linguistics Conference, 34, 75–88.Google Scholar

Hernández, M., Costa, A., Fuentes, L. J., Vivas, A. B., & Sebastián-Gallés, N. (2010). The impact of bilingualism on the executive control and orienting networks of attention. Bilingualism: Language and Cognition, 13(3), 315–25.Google Scholar

Hoffmann, C. (2001). Towards a description of trilingual competence. International Journal of Bilingualism, 5(1), 1–17.Google Scholar

Hulk, A., & Müller, N. (2000). Bilingual first language acquisition at the interface between syntax and pragmatics. Bilingualism: Language and Cognition, 3(3), 227–44.Google Scholar

Juan-Garau, M., & Pérez-Vidal, C. (2001). Mixing and pragmatic parental strategies in early bilingual acquisition. Journal of Child Language, 28, 59–86.Google Scholar

Kang, S. G. (2013). The role of language dominance in cross-linguistic syntactic influence: A Korean child's use of null subjects in attriting English. Bilingualism: Language and Cognition, 16(1), 219–30.CrossRefGoogle Scholar

Kasuya, H. (1998). Determinants of language choice in bilingual children: The role of input. International Journal of Bilingualism, 2(3), 327–46.Google Scholar

Kazzazi, K. (2011). Ich brauch mix-cough: Cross-linguistic influence involving German, English and Farsi. International Journal of Multilingualism, 8, 63–79.CrossRefGoogle Scholar

Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104(30), 12577–80.Google Scholar

Kinzler, K. D., Shutts, K., DeJesus, J., & Spelke, E. S. (2009). Accent trumps race in guiding children’s social preferences. Social Cognition, 27(4), 623–34.Google Scholar

Lanza, E. (1992). Can bilingual two-year-olds code-switch? Journal of Child Language, 19, 633–58.Google Scholar

Lindholm, K. J. & Padilla, A. (1978a). Language mixing in bilingual children. Journal of Child Language, 5, 327–35.Google Scholar

Lindholm, K. J. & Padilla, A. (1978b). Child bilingualism: Report on language mixing, switching and translations. Linguistics, 211, 23–44.Google Scholar

Luk, G., De Sa, E. R. I. C., & Bialystok, E. (2011). Is there a relation between onset age of bilingualism and enhancement of cognitive control? Bilingualism: Language and Cognition, 14(4), 588–95.Google Scholar

McLaughlin, B. (1978). Second Language Acquisition in Childhood. Hillsdale: Lawrence Erlbaum.Google Scholar

Mehler, J., Jusczyk, P., Lambertz, G., Halsted, N., Bertoncini, J., & Amiel-Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29(2), 143–78.Google Scholar

Meisel, J. M. (1989). Early differentiation of languages in bilingual children. In Hyltenstam, K. & Obler, L., eds., Bilingualism across the Lifespan: Aspects of Acquisition, Maturity and Loss. Cambridge: Cambridge University Press, pp. 13–41.Google Scholar

Mikes, M. (1991). Some issues of grammatical development in early trilinguals. Anuario de psicología/The UB Journal of Psychology, 48, 29–38.Google Scholar

Mishina, S. (1997). Language Separation in Early Bilingual Development: A Longitudinal Study of Japanese/English Bilingual Children. Doctoral dissertation, University of California Los Angeles.Google Scholar

Mishina-Mori, S. (2002). Language differentiation of the two languages in early bilingual development: A case study of Japanese/English bilingual children. International Review of Applied Linguistics in Language Teaching, 40(3), 211–34.Google Scholar

Mishina-Mori, S. (2005). Autonomous and interdependent development of two language systems in Japanese/English simultaneous bilinguals: Evidence from question formation. First Language, 25(3), 291–315.Google Scholar

Mishina-Mori, S. (2011). A longitudinal analysis of language choice in bilingual children: The role of parental input and interaction. Journal of Pragmatics, 43(13), 3122–38.Google Scholar

Mishina-Mori, S. (2020). Cross-linguistic influence in the use of objects in Japanese/English simultaneous bilingual acquisition. International Journal of Bilingualism, 24(2), 319–38.Google Scholar

Mishina-Mori, S., Matsuoka, K., & Sugioka, Y. (2015). Cross-linguistic influence at the syntax–pragmatics interface in Japanese-English bilingual first language acquisition. Studies in Language Sciences: Journal of the Japanese Society of Language Sciences, 14, 59–82.Google Scholar

Montanari, S. (2009). Pragmatic differentiation in early trilingual development. Journal of Child Language, 36(3), 597–627.Google Scholar

Montanari, S. (2009). Multi-word combinations and the emergence of differentiated ordering patterns in early trilingual development. Bilingualism: Language and Cognition, 12(4), 503–19.Google Scholar

Montanari, S. (2010). Translation equivalents and the emergence of multiple lexicons in early trilingual development. First Language, 30(1), 102–25.Google Scholar

Müller, N., & Hulk, A. (2001). Crosslinguistic influence in bilingual language acquisition: Italian and French as recipient languages. Bilingualism: Language and Cognition, 4(1), 1–21.Google Scholar

Nakamura, J. (2018). Parent’s use of discourse strategies in dual-lingual interactions with receptive bilingual children. In Babatsouli, E., ed., Crosslinguistic Research in Monolingual and Bilingual Speech. Chania: ISMBS, pp. 181–200.Google Scholar

Nazzi, T., Bertoncini, J., & Mehler, J. (1998). Language discrimination by newborns: Toward an understanding of the role of rhythm. Journal of Experimental Psychology: Human Perception and Performance, 24(3), 756–66.Google Scholar

Nespor, M., Guasti, T., & Christophe, A. (1996). Selecting word order: The Rhythmic Activation Principle. In Kleinhenz, U., ed., Interfaces in Phonology. Berlin: Academie Verlag, pp. 1–26.Google Scholar

Nicoladis, E., & Genesee, F. (1996). A longitudinal study of pragmatic differentiation in young bilingual children. Language Learning, 46(3), 439–64.Google Scholar

Nicoladis, E., & Genesee, F. (1998). Parental discourse and codemixing in bilingual children. International Journal of Bilingualism, 2(1), 85–99.Google Scholar

Ochs, E. (1988). Culture and Language Development: Language Socialization in a Samoan Village. Cambridge: Cambridge University Press.Google Scholar

Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems? International Journal of Bilingualism, 5(1), 19–38.Google Scholar

Paradis, J. & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? Studies in Second Language Acquisition, 18, 1–25.Google Scholar

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore: Brookes Publishing.Google Scholar

Paradis, J., & Navarro, S. (2003). Subject realization and crosslinguistic interference in the bilingual acquisition of Spanish and English: What is the role of the input? Journal of Child Language, 30(2), 371–93.Google Scholar

Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399–410.Google Scholar

Pearson, B. Z., & Fernández, S. C. (1994). Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. Language Learning, 44(4), 617–53.Google Scholar

Quay, S. (2001). Managing linguistic boundaries in early trilingual development. In Cenoz, J. & Genesee, F., eds., Trends in Bilingual Acquisition (Vol. 1). Amsterdam: John Benjamins, pp. 149–200.Google Scholar

Quay, S. (2008). Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context. First Language, 28(1), 5–33.Google Scholar

Quay, S. (2011). Trilingual toddlers at daycare centres: The role of caregivers and peers in language development. International Journal of Multilingualism, 8(1), 22–41.Google Scholar

Quay, S. (2012). Discourse practices of trilingual mothers: Effects on minority home language development in Japan. International Journal of Bilingual Education and Bilingualism, 15(4), 435–53.Google Scholar

Quay, S., & Montanari, S. (2018). Bilingualism and multilingualism. In De Houwer, A. & Ortega, L., eds., The Cambridge Handbook of Bilingualism. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press, pp. 544–68.Google Scholar

Sabourin, L., & Vinerte, S. (2015). The bilingual advantage in the Stroop task: Simultaneous vs. early bilinguals. Bilingualism: Language and Cognition, 18(2), 350–55.Google Scholar

Saville-Troike, M. (1987). Bilingual discourse: The negotiation of meaning without a common code. Linguistics, 25(1), 81–106.Google Scholar

Serratrice, L., Sorace, A., & Paoli, S. (2004). Crosslinguistic influence at the syntax–pragmatics interface: Subjects and objects in English–Italian bilingual and monolingual acquisition. Bilingualism: Language and Cognition, 7(3), 183–205.Google Scholar

Siegal, M., Iozzi, L., & Surian, L. (2009). Bilingualism and conversational understanding in young children. Cognition, 110(1), 115–22.Google Scholar

Siegal, M., Surian, L., Matsuo, A., Geraci, A., Iozzi, L., Okumura, Y., & Itakura, S. (2010). Bilingualism accentuates children’s conversational understanding. PLOS One, 5(2), e9004, https://doi.org/10.1371/journal.pone.0009004.Google Scholar

Sherkina-Lieber, M., Perez-Leroux, A., & Johns, A. (2011). Grammar without speech production: The case of Labrador Inuttitut heritage receptive bilinguals. Bilingualism: Language and Cognition, 14(3), 301–17.Google Scholar

Sinka, I., & Schelletter, C. (1998). Morphosyntactic development in bilingual children. International Journal of Bilingualism, 2(3), 301–26.Google Scholar

Slavkov, N. (2015). Language attrition and reactivation in the context of bilingual first language acquisition. International Journal of Bilingual Education and Bilingualism, 18(6), 715–34.Google Scholar

Sorace, A. (2011). Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism, 1(1), 1–33.Google Scholar

Sorace, A. (2019). Bilingualism: Seeing both the forest and the trees. Lecture at Chuo University, Tokyo, April 27.Google Scholar

Sorace, A., & Serratrice, L. (2009). Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism, 13(2), 195–210.Google Scholar

Sorace, A., Serratrice, L., Filiaci, F., & Baldo, M. (2009). Discourse conditions on subject pronoun realization: Testing the linguistic intuitions of bilingual children. Lingua, 119, 460–77.Google Scholar

Stavans, A. & Hoffmann, C. (2015). Multilingualism: Key Topics in Sociolinguistics. Cambridge: Cambridge University Press.Google Scholar

Surian, L., Tedoldi, M., & Siegal, M. (2010). Sensitivity to conversational maxims in deaf and hearing children. Journal of Child Language, 37(4), 929–43.Google Scholar

Unsworth, S. (2013). Current issues in multilingual first language acquisition. Annual Review of Applied Linguistics, 33, 21–50.Google Scholar

Unsworth, S. (2016). Quantity and quality of language input in bilingual language development. In Nicoladis, E. & Montanari, S., eds., Bilingualism across the Lifespan: Factors Moderating Language Proficiency. Berlin: De Gruyter, pp. 103–21.Google Scholar

Vihman, M. M. (1985). Language differentiation by the bilingual infant. Journal of Child Language, 12(2), 297–324.Google Scholar

Volterra, V., & Taeschner, T. (1978). The acquisition and development of language by bilingual children. Journal of Child Language, 5, 311–26.Google Scholar

Werker, J. F., & Byers-Heinlein, K. (2008). Bilingualism in infancy: First steps in perception and comprehension. Trends in Cognitive Sciences, 12(4), 144–51.Google Scholar

Wermelinger, S., Gampe, A., & Daum, M. M. (2017). Bilingual toddlers have advanced abilities to repair communication failure. Journal of Experimental Child Psychology, 155, 84–94.Google Scholar

Yamamoto, M. (2001). Language Use in Interlingual Families: A Japanese-English Sociolinguistic Study. Clevedon: Multilingual Matters.Google Scholar

Yip, V., & Matthews, S. (2007). The Bilingual Child: Early Development and Language Contact. Cambridge: Cambridge University Press.Google Scholar

Yow, W. Q., & Markman, E. M. (2011a). Bilingualism and children’s use of paralinguistic cues to interpret emotion in speech. Bilingualism: Language and Cognition, 14(4), 562–69.Google Scholar

Yow, W. Q., & Markman, E. M. (2011b). Young bilingual children’s heightened sensitivity to referential cues. Journal of Cognition and Development, 12(1), 12–31.Google Scholar

Yow, W. Q., & Markman, E. M. (2016). Children increase their sensitivity to a speaker’s nonlinguistic cues following a communicative breakdown. Child Development, 87(2), 385–94.Google Scholar

Abutalebi, J., Della Rosa, P. A., Gonzaga, A. K., Keim, R., Costa, A., & Perani, D. (2013). The role of the left putamen in multilingual language production. Brain and Language, 125(3), 307–15, https://doi.org/10.1016/j.bandl.2012.03.009.Google Scholar

Allgäuer-Hackl, E. (2017). The Development of Metalinguistic Awareness in Multilingual Learners. How Effective is Multilingual Training in the Classroom? Doctoral dissertation, University of Innsbruck.Google Scholar

Allgäuer-Hackl, E. (2018). More languages? – PlurCur! Research and practice regarding plurilingual whole school curricula. Strasbourg: Council of Europe.Google Scholar

Allgäuer-Hackl, E., & Pellegrini, C. (2019). Mehrsprachiges Lernen: Die Rolle von Spracherhalt und Sprachenmanagement. In Herdina, P., Allgäuer-Hackl, E. & Malzer-Papp, E., eds., Mehrsprachensensibel? Monolinguale Sprachenpolitik trifft auf mehrsprachige Praxis. Multilingual Sensibility? Monolingual Policies Meet Multilingual Practice. Innsbruck: Innsbruck University Press, pp. 65–87.Google Scholar

Andreou, G. (2007). Phonological awareness in bilingual and trilingual schoolchildren. Linguistics Journal, 3(3), 8–15.Google Scholar

Bain, B., & Yu, A. (1980). Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4), 304–13.Google Scholar

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism, 4th Ed. Clevedon: Multilingual Matters.Google Scholar

Barnes, J. D. (2006). Early Trilingualism. A Focus on Questions. Clevedon: Multilingual Matters.Google Scholar

Ben-Zeev, S. (1977). Mechanisms by which childhood bilingualism affects understanding of language and cognitive structures. In Hornby, P. A., ed., Bilingualism. Psychological, Social, and Educational Implications. New York: Academic Press, pp. 29–55.Google Scholar

Bialystok, E. (1991). Metalinguistic dimensions of bilingual language proficiency. In Bialystok, E., ed., Language Processing in Bilingual Children. Cambridge: Cambridge University Press, pp. 113–39.Google Scholar

Bialystok, E. (2001). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169–81.Google Scholar

Bialystok, E. (2007). Cognitive effects of bilingualism: How linguistic experience leads to cognitive change. International Journal of Bilingual Education and Bilingualism, 10, 210–23.Google Scholar

Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 65(4), 229–35.Google Scholar

Bialystok, E., & Barac, R. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83(2), 413–22.Google Scholar

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

Bialystok, E., & Friesen, D. C. (2012). Metalinguistic ability in bilingual children: The role of executive control. Rivista di Psicolinguistica Applicata, 12(3), 47–56.Google Scholar

Bialystok, E., & Poarch, G. (2014). Language experience changes language and cognitive ability. Zeitschrift für Erziehungswissenschaft (ZfE), 17(3), 433–46.Google Scholar

Böhme, G. (1981). Mehrsprachigkeit und Sprachheilkunde. HNO Wegweiser für fachärztliche Praxis, 29(8), 278–81.Google Scholar

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–98.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

Candelier, M., ed. (2003). Evlang – l’éveil aux langues à l’école primaire. Bruxelles: De Boeck-Duculot Carrasco.Google Scholar

Chen, H., & Myhill, D. (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100–08.Google Scholar

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Language Policy Unit.Google Scholar

Cummins, J. (1987). Bilingualism, language proficiency and metalinguistic development In Homel, P., Palij, M., & Aaronson, K., eds., Childhood Bilingualism: Aspects of Linguistic, Cognitive, and Social Development. Hillsdale: Lawrence Erlbaum, pp. 57–75.Google Scholar

Cummins, J. (1991). Interdependence of first and second language proficiency. In Bialystok, E., ed., Language Processing in Bilingual Children. Cambridge: Cambridge University Press, pp. 70–89.Google Scholar

Cummins, J. (2013). Current research on language transfer: Implications for language teaching policy and practice. In Siegmund, P., Gogolin, I., Schulz, M. E., & Davydova, J., eds., Multilingualism and Language Diversity in Urban Areas. Acquisition, Identities, Space, Education. Amsterdam/Philadelphia: John Benjamins, pp. 289–304.Google Scholar

Dahm, R., & De Angelis, G. (2018). The role of the mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both? International Journal of Multilingualism, 15(2), 194–213.Google Scholar

De Bot, K. (2019) Defining and assessing multilingualism. In Schwieter, J. W., ed., The Handbook of the Neuroscience of Multilingualism. With a Special Foreword by Michel Paradis. Chichester: Wiley-Blackwell, pp. 3–19.Google Scholar

Donmall, G., ed., (1985). Language Awareness: NCLE Reports and Papers, 6. London: CILT.Google Scholar

Egger, K. (1977). Zweisprachigkeit in Südtirol. Bozen: Athesia.Google Scholar

Gabrys-Barker, D., & Otwinowska-Kasztelanic, A. (2012). Multilingual learning stories: Threshold, stability and change. International Journal of Multilingualism, 9(4), 1–18.Google Scholar

Galambos, S. J., & Hakuta, K. (1988). Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children. Applied Psycholinguistics, 9, 141–62.Google Scholar

Gelmi, R., & Saxalber, A. (1992). Integrierte Sprachdidaktik: Muttersprache-Zweitsprache. Theoretische Beiträge. Bozen: Pädagogisches Institut.Google Scholar

Gibson, M., & Hufeisen, B. (2011). Perception of preposition errors in semantically correct versus erroneous contexts by multilingual advanced English as a foreign language learners: Measuring metalinguistic awareness. In De Angelis, J. & Dewaele, J.-M., eds., New Trends in Crosslinguistic Influence and Multilingualism Research. Bristol/Buffalo/ Toronto: Multilingualism Matters, pp. 74–85.Google Scholar

Golonka, E. (2006). Predictors revised: Linguistic knowledge and metalinguistic awareness in second language gain in Russian. The Modern Language Journal, 90(4), 496–505.Google Scholar

Golonka, E. (2010). The influence of prior language learning experiences on learning of unrelated or distantly related languages. Russian Language Journal, 60, 97–123.Google Scholar

Gombert, J. E. (1992). Metalinguistic Development. Chicago: University of Chicago Press.Google Scholar

Grigorenko, E., Sternberg, R. J., & Ehrman, M. (2000). A theory‐based approach to the measurement of foreign language learning ability: The Canal‐F theory and test. The Modern Language Journal, 84(3), 390–405.Google Scholar

Hakuta, K., & Diaz, M. R. (1985). The relationship between bilingualism and cognitive ability: A critical discussion and some new longitudinal data. In Nelson, K. E., ed., Children’s Language. 5 vols. Hillsdale: Erlbaum, pp. 319–44.Google Scholar

Hamers, J. F., & Blanc, M. H. A. (1989). Bilinguality and Bilingualism. New York: Cambridge University Press.Google Scholar

Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8(3–4), 124–42.Google Scholar

Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism. Perspectives of Change in Psycholinguistics. Clevedon: Multilingual Matters.Google Scholar

Herwig, A. (2001). Plurilingual lexical organisation: Evidence from lexical processing in L1-L2-L3-L4 translation. In Cenoz, J., Hufeisen, B., & Jessner, U., eds., Cross-linguistic Influence in Third Language Acquisition. Clevedon: Multilingual Matters, pp. 115–37.Google Scholar

Hofer, B. (2015). On the Dynamics of Early Multilingualism. A Psycholinguistic Study. Berlin/Boston: De Gruyter Mouton.Google Scholar

Hofer, B. (2017). Emergent multicompetence at the primary level: A dynamic conception of multicompetence. Language Awareness, 26(2), 96–112.Google Scholar

Hofer, B. & Allgäuer-Hackl, E. (2018). A dynamic view of multilingual learning: the common plurilingual curriculum from a DMM perspective. Zeitschrift für Fremdsprachenforschung, 29(2), 245–69.Google Scholar

Hofer, B., & Jessner, U. (2016) Multilingualism at the primary level in South Tyrol. How does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3? The Language Learning Journal, 47(1), 76–87.Google Scholar

Hofer, B., & Jessner, U. (2017). Is multilingual learning advantageous? Rivista di Psicolinguistica Applicata/ Journal of Applied Psycholinguistics, XVII(1), 9–32.Google Scholar

Hofer, B., & Jessner, U. (2019a). Assessing components of multi-(lingual) competence in young learners. Lingua, 232, 102747.Google Scholar

Hofer, B., & Jessner, U. (2019b). Mehr-Sprachig-Kompetent 9–12. Mehrsprachige Kompetenzen fördern und evaluieren. Innsbruck: Studia.Google Scholar

Hoffmann, C., & Stavans, A. (2007). The evolution of trilingual code-switching from infancy to school age: The shaping of trilingual competence through dynamic language dominance. International Journal of Bilingualism, 11(1), 55–72.Google Scholar

Hufeisen, B. (2011). Gesamtsprachencurriculum: Überlegungen zu einem prototypischen Modell. In Baur, R. & Hufeisen, B., eds., “Vieles ist sehr ähnlich.” Individuelle und gesellschaftliche Mehrsprachigkeit als bildungspolitische Aufgabe. Baltmannsweiler: Schneider, pp. 265–82.Google Scholar

Hufeisen, B. (2015). Gesamtsprachencurricula – Zwischenbericht zur Projektidee “PlurCur” am Europäischen Fremdsprachenzentrum in Graz. In Böcker, J. & Stauch, A., eds. (in cooperation with A. Berndt, R. Grotjahn, L. Heine, A. Reich & E. Spänkuch), Konzepte aus der Sprachlehrforschung – Impulse für die Praxis (Fremdsprachen lebenslang Lernen 3). Frankfurt am Main: Peter Lang, pp. 103–24.Google Scholar

Hufeisen, B. (2018). Institutional education and multilingualism: PlurCur as a prototype of a multilingual whole school policy. European Journal of Applied Linguistics, 6(1), 1–32.Google Scholar

Hufeisen, B., & Jessner, U. (2018). The psycholinguistics of multilingualism: Learning and teaching multiple languages. In Aronin, L. & Singleton, D., eds., Twelve Lectures of Multilingualism. Bristol: Multilingual Matters, pp. 65–100.Google Scholar

Hufeisen, B., & Marx, N., eds., (2007). EuroComGerm – Die sieben Siebe. Germanische Sprachen lesen lernen. Aachen: Shaker Verlag.Google Scholar

Ianco-Worrall, A. D. (1972). Bilingualism and cognitive development. Child Development, 43(4), 1390–400.Google Scholar

James, C. (1992). Awareness, consciousness and language contrast. In Mair, C. & Markus, M., eds., New Departures in Contrastive Linguistics 2. Innsbruck: University of Innsbruck, pp. 183–98.Google Scholar

James, C. & Garrett, P. (1991). Language Awareness in the Classroom. London: Routledge.Google Scholar

James, C. & Garrett, P. (1993). What’s language awareness? Babel-AFIAL, 2(Winter), 109–14.Google Scholar

Jessner, U. (1999). Metalinguistic awareness in multilinguals: Cognitive aspects of third language learning. Language Awareness, 3 –4, 201–09.Google Scholar

Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh: University Press.Google Scholar

Jessner, U. (2008). State-of-the-art article. Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15–56.Google Scholar

Jessner, U. (2016). Multicompetence approaches to language proficiency development in multilingual education. In García, O., Lin, A., & May, S., eds., Bilingual and Multilingual Education. Encyclopedia of Language and Education. Cham: Springer, pp. 1–13.Google Scholar

Jessner, U. (2018). Metacognition in multilingual learning. A DMM perspective. In Haukås, Å., Bjørke, C., & Dypedahl, M., eds., Metacognition in Language Learning and Teaching. New York: Routledge, pp. 31–47.Google Scholar

Jessner, U. (2019). Metalinguistic awareness and multilingual development. In Darquennes, J., Salmons, J., & Vandenbussche, W., eds., Handbook of Language Contact. New York: Mouton, pp. 221–32.Google Scholar

Jessner, U., & Allgäuer-Hackl, E. (2015). Mehrsprachigkeit aus einer dynamisch-komplexen Sicht oder warum sind Mehrsprachige nicht einsprachig in mehrfacher Ausführung? [Multilingualism from a dynamic systems and complexity perspective or why are multilinguals not multiple monolinguals?] In Allgäuer-Hackl, E., Brogan, K., Henning, U., Hufeisen, B., & Schlabach, J., eds., MehrSprachen? – PlurCur! Berichte aus der Forschung und Praxis zu Gesamtsprachencurricula. Hohengehren: Schneider, pp. 209–29.Google Scholar

Jessner, U., Allgäuer-Hackl, E., & Hofer, B. (2016). Emerging multilingual awareness in educational contexts: From theory to practice. Canadian Modern Language Review, 72(2), 157–82.Google Scholar

Johnson, J. (1991). Constructive processes in bilingualism. In Bialystok, E., ed., Language Processing in Bilingual Children. Cambridge: Cambridge University Press, pp. 193–221.Google Scholar

Kecskes, I., & Papp, T. (2000). Foreign Language and Mother Tongue. New York: Psychology Press.Google Scholar

Kemp, C. (2001). Metalinguistic Awareness in Multilinguals. Implicit and Explicit Grammatical Awareness and Its Relationship with Language Experience and Language Attainment. PhD thesis, University of Edinburgh.Google Scholar

Kharkhurin, A. V. (2012). Multilingualism and Creativity. Bristol: Multilingual Matters.Google Scholar

Khami, A. G., & König, L. A. (1985). Metalinguistic awareness in normal and language-disordered children. Language, Speech, and Hearing Services in Schools, 16, 199–210.Google Scholar

Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497–514.Google Scholar

Krumm, H. J., & Reich, H. H. (2011). Curriculum Mehrsprachigkeit, www.oesz.at/download/cm/CurriculumMehrsprachigkeit2011.Google Scholar

Lambert, W. E. (1991). And then add your two cents’ worth. In Reynolds, A. G., ed., Bilingualism, Multiculturalism, and Second Language Learning. Hillsdale: Lawrence Erlbaum, pp. 237–69.Google Scholar

Lasagabaster, D. H. (1998). Metalinguistic awareness and the learning of English as an L3. Atlantis, Journal of the Spanish Association for Anglo-American Studies, XX(2), 69–79.Google Scholar

Lasagabaster, D. H. (2001). The effect of knowledge about the L1 on foreign language skills and grammar. International Journal of Bilingual Education and Bilingualism, 4(5), 310–31.Google Scholar

Leow, R. P. (2006). The role of awareness in L2 development: Theory, research, and pedagogy. Indonesian Journal of English Language Teaching, 2(2), 1–15.Google Scholar

Le Pichon Vorstman, E., De Swart, H., Ceginskas, V., & Van Den Bergh, H. (2009). Language learning experience in school context and metacognitive awareness of multilingual children. International Journal of Multilingualism, 6(3), 258–80.Google Scholar

Matras, Y. (2012). An activity-oriented approach to contact-induced language change. In Leglise, I. & Chamoreau, C., eds., Dynamics of Contact-Induced Change. Berlin: Mouton de Gruyter, pp. 17–52.Google Scholar

Montanari, S. (2009). Pragmatic differentiation in early trilingual development. Journal of Child Language, 36(3), 597–627.Google Scholar

Moore, D. (2006), Plurilingualism and strategic competence in context. International Journal of Multilingualism, 3(2), 125–38.Google Scholar

Nagy, W. E., & Anderson, R. C., & Center for the Study of Reading, Urbana, IL. (1995). Metalinguistic Awareness and Literacy Acquisition in Different Languages. Technical Report No. 618. Washington, DC: ERIC Clearinghouse, https://eric.ed.gov/?id=ED391147.Google Scholar

Ó Làoire, M. (2005). L1, L2 and L3 teaching in Ireland – Towards a common curriculum. In Hufeisen, B. & Lutjeharms, M., eds., Gesamtsprachencurriculum – Integrierte Sprachendidaktik – Common Curriculum. Tübingen: Narr, pp. 45–50.Google Scholar

Otwinowska-Kasztelanic, A. (2011). Awareness and affordances: Multilinguals versus bilinguals and their perceptions of cognates. In De Angelis, J. & Dewaele, J.-M., eds., New Trends in Crosslinguistic Influence and Multilingualism Research. Bristol/Buffalo/Toronto: Multilingualism Matters, pp. 1–18.Google Scholar

Pargger, K. (2013). The Impact of Metalinguistic Awareness on Multilingual Learners Exploring Foreign Languages in the Classroom. The Role of Latin in Crosslinguistic Search. Diploma thesis, University of Innsbruck.Google Scholar

Peal, E., & Lambert, W. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76, 1–23.Google Scholar

Pinto, M. A., Candilera, G., & Iliceto, P. (2003). TAM-2 Test di abilità metalinguistiche n. 2 (9–14 anni). La valutazione dello sviluppo metalinguistico tra scuola elementare e scuola media. Rome: Scione Editore.Google Scholar

Pinto, M. A., Iliceto, P., & Melogno, S. (2011). Argumentative abilities in metacognition and in metalinguistics: A study on university students. European Journal of Psychology of Education, 27(1), 35–58.Google Scholar

Pinto, M. A., Titone, R., & Trusso, F. (1999). Metalinguistic Awareness. Theory, Development and Measurement Instruments. Pisa/Rome: Istituti Editoriali e Poligrafici Internazionali.Google Scholar

Ranta, L. (2008). Metalinguistic knowledge and oral production. In Cenoz, J. & Hornberger, N. H., eds., Encyclopedia of Language and Education, Knowledge about Language, 2 ed., 6 vols. Dordrecht: Springer, pp. 205–16.Google Scholar

Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41–51.Google Scholar

Rutgers, D., & Evans, M. (2015). Bilingual education and L3 learning: Metalinguistic advantage or not? International Journal of Bilingual Education and Bilingualism, 20(7), 788–806.Google Scholar

Saer, D. J. (1923). On the effects of bilingualism on intelligence. British Journal of Psychology. General Section, 14(1), 25–38.Google Scholar

Sanz, C. (2012). Multilingualism and metalinguistic awareness. In Chapelle, C. A., ed., The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell, pp. 3933–42.Google Scholar

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–58.Google Scholar

Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Schmidt, R., ed., Attention and Awareness in Foreign Language Learning (Technical Report 9). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center, pp. 1–63.Google Scholar

Schmidt, R. (2001). Attention. In Robinson, P., ed., Cognition and Second Language Instruction. Honolulu: University of Hawaii Press, pp. 3–32.Google Scholar

Schwienbacher, E. D., Quartapelle, F., & Patscheider, F. (2016). Auf dem Weg zur sprachsensiblen Schule. Das Mehrsprachencurriculum Südtirol. Cologne: Carl Link.Google Scholar

Singleton, D. (2003). Perspectives on the multilingual lexicon: A critical synthesis. In Cenoz, J., Hufeisen, B., & Jessner, U., eds., The Multilingual Lexicon. Dordrecht: Kluwer, pp. 167–76.Google Scholar

Singleton, D. (2017). Language aptitude: Desirable trait or acquirable attribute? Studies in Second Language Learning and Teaching, 7(1), 89–103.Google Scholar

Sturm, J. L. (2013). Attention, awareness, and accents in L2 French. Language awareness, 22(2), 146–60.Google Scholar

Svalberg, A. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308.Google Scholar

Thomas, J. (1988). The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual & Multicultural Development, 9(3), 235–46.Google Scholar

Thomas, J. (1992). Metalinguistic awareness in second- and third-language learning. Advances in Psychology, 83, 531–45.Google Scholar

Tunmer, W. E., & Herriman, M. L. (1984). The development of metalinguistic awareness: A conceptual overview. In Tunmer, W. E., Pratt, C., & Herriman, M. L., eds., Metalinguistic Awareness in Children: Theory, Research, and Implications. Berlin: Springer, pp. 12–35.Google Scholar

Valone, C. (2017). Measuring Multilingual Awareness. A Systematic Analysis. Diploma thesis, University of Innsbruck.Google Scholar

Van den Noort, M., Struys, E., Kim, K., Bosch, P., Mondt, K., van Kralingen, R., Lee, M., & van de Craen, P. (2014). Multilingual processing in the brain. International Journal of Multilingualism, 11(2), 182–201.Google Scholar

Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.Google Scholar

Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar

Wehr, S. (2001). Was wissen Kinder über Sprache? Die Bedeutung von Meta-Sprache für den Erwerb der Schrift- und Lautsprache. Bern: Paul Haupt.Google Scholar

Woll, N. (2018). Investigating dimensions of metalinguistic awareness: What think-aloud protocols revealed about the cognitive processes involved in positive transfer from L2 to L3. Language Awareness, 27(1–2), 167–85.Google Scholar

Yelland, G. W., Pollard, J., & Mercuri, A. (1993). The metalinguistic benefits of limited contact with a second language. Applied Psycholinguistics, 14(1), 423–44.Google Scholar

Allen, S., Genesee, F. Fish, S., & Crago, M. (2002). Patterns of code mixing in English-Inuktitut bilinguals. Proceedings of the 37th Annual Meeting of the Chicago Linguistic Society, 2, 171–88.Google Scholar

Abutalebi, J., & Green, D. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20(3), 242–75.Google Scholar

Auer, P., Moyer, M., & Muysken, P. (2014). Connecting approaches to code-switching in West Africa. International Journal of Bilingualism, 18(4), 447–54.Google Scholar

Badiola, L., Delgado, R., Sande, A., & Stefanich, S. (2018). Code-switching attitudes and their effects on acceptability judgment tasks. Linguistic Approaches to Bilingualism, 8(1), 5–24.Google Scholar

Bakker, P. (1997). ‘A Language of Our Own’: The Genesis of Michif, the Mixed Cree-French Language of the Canadian Métis. Oxford/New York: Oxford University Press.Google Scholar

Bialystok, E. (2009). Bilingualism: The good, the bad and the indifferent. Bilingualism, Language and Cognition, 12(1), 3–11.Google Scholar

Bloom, L. (1970). Language Development: Form and Function in Emerging Grammars. Cambridge, MA: MIT.Google Scholar

Bosma, E., & Blom, E. (2019). A code-switching asymmetry in bilingual children: Code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch. International Journal of Bilingualism, 23(6), 1431–47.Google Scholar

Bullock, B., & Toribio, A.J. (2009). Themes in the study of code-switching. In. Bullock, B. and Toribio, A. J., eds., The Cambridge Handbook of Linguistic Code-switching. Cambridge: Cambridge University Press, pp. 1–17.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

Cantone, K. (2007). Code-Switching in Bilingual Children. Dordrecht: Springer.Google Scholar

Cantone, K. F., & Müller, N. (2005). Code-switching at the interface of language-specific lexicons and the computational system. International Journal of Bilingualism, 9(2), 205–25.Google Scholar

Clyne, M. (1987). Constraints on code-switching: How universal are they? Linguistics, 25(4), 739–64.Google Scholar

Clyne, M. (1997). Some of the things trilinguals do. International Journal of Bilingualism, 1(2), 95–116.Google Scholar

Clyne, M. (2003). Dynamics of Language Contact. Cambridge: Cambridge University Press.Google Scholar

Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–15.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., & Bornstein, M. (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 Operationalization and Measurement. Cambridge: Cambridge University Press, pp. 134–55.Google Scholar

Dewaele, J.-M., & Li, W. (2014). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35(3), 235–51.Google Scholar

Deuchar, M. (1999). Are function words non-language-specific in early bilingual two-word utterances? Bilingualism, Language and Cognition, 2(1), 21–34.Google Scholar

Deuchar, M., & Quay, S. (1998). One vs. two systems in early bilingual syntax: Two versions of the question. Bilingualism, Language and Cognition, 1(3), 231–43.Google Scholar

Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–47.Google Scholar

Garcia, O., & Li, W. (2014). Translanguaging: Language, Bilingualism, and Education. New York: Palgrave Macmillan.Google Scholar

Gawlitzek-Maiwald, I., & Tracy, R. (1996). Bilingual bootstrapping. First Language, 14(42–43), 324–35.Google Scholar

Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16(1), 161–79.Google Scholar

Green, D. W. (1986). Control, activation, and resource: A framework and a model for the control of speech in bilinguals. Brain and Language, 27(2), 210–23.Google Scholar

Green, D. W. (1998). Mental control of the bilingual lexico-semantic system, Bilingualism, Language, and Cognition, 1(2), 67–81.Google Scholar

Green, D. W., & Abutalebi, J. (2013). Language control in bilinguals: The adaptive control hypothesis. Journal of Cognitive Psychology, 25(5), 515–30.Google Scholar

Green, D. W., & Li, W. (2014) A control process model of code-switching. Language, Cognition and Neuroscience, 29(4), 499–511.Google Scholar

Grosjean, F. (2001). The bilingual’s language modes. In Nichol, J., ed., One Mind, Two Languages: Bilingual Language Processing. Oxford: Blackwell, pp. 1–22.Google Scholar

Guerini, F. (2014). Language contact, language mixing and identity: The Akan spoken by Ghanaian immigrants in northern Italy. International Journal of Bilingualism, 18(4), 363–83.Google Scholar

Hoff, E., Welsh, S., Place, S., & Ribot, K. M. (2014). Properties of dual language input that shape bilingual development and properties of environments that shape dual language input. In Grüter, T. & Paradis, J., eds., Input and Experience in Bilingual Development. Amsterdam: John Benjamins, Publishers, pp. 119–40.Google Scholar

Hoffmann, C. (2001). Towards a description of trilingual competence. International Journal of Bilingualism, 5(1), 1–17.Google Scholar

Hoffmann, C., & Stavans, A. (2007). The evolution of trilingual codeswitching from infancy to school age: The shaping of trilingual competence through dynamic language dominance. International Journal of Bilingualism, 11(1), 55–72.Google Scholar

Hoffmann, C., & Stavans, A. (2015). Multilingualism. Cambridge: Cambridge University Press.Google Scholar

Hofweber, J., Marinis, T., & Treffers-Daller, J. (2016). Effects of dense code-switching on executive control. Linguistic Approaches to Bilingualism, 6(5), 648–68.Google Scholar

Hofweber, J., Marinis, T., & Treffers-Daller, J. (2019) Predicting executive functions in bilinguals using ecologically valid measures of code-switching behavior. In Sekerina, I. A., Spradlin, L., & Valian, V., eds., Bilingualism and Executive Function: An Interdisciplinary Approach. Amsterdam: Benjamins, pp. 161–80.Google Scholar

Hofweber, J., Marinis, T., & Treffers-Daller, J. (2020). How different code-switching types modulate bilinguals’ executive functions: A dual control mode perspective. Bilingualism, Language and Cognition, 23(4), 909–25.Google Scholar

Ivir-Ashworth, K. C. (2011). The Nature of Two Trilingual Children’s Utterances: Growing Up with Croatian, English and German. Doctoral dissertation, University of East Anglia.Google Scholar

Jaworska, S., & Themistocleous, C. (2018). Public discourses on multilingualism in the UK: triangulating a corpus study with a sociolinguistic attitude survey, Language in Society, 47(1), 57–88.Google Scholar

Jisa, H. (2000). Language mixing in the weak language: Evidence from two children. Journal of Pragmatics, 32, 1363–86.Google Scholar

Kang, C., & Lust, B. (2019). Code-switching does not predict Executive Function performance in proficient bilingual children: Bilingualism does. Bilingualism, Language and Cognition, 22(2), 366–82.Google Scholar

Koban, D. (2016). Attitudes towards oral code-switching among Turkish-English bilingual speakers in New York City. Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi [Turkish Research Journal of Hacettepe University], 24(Spring), 151–72.Google Scholar

Khor, J. Yun, J. Tan, L. S., Khoo, J. Ong, P. Z., & Price, J. (2017). Investigating the effects of language background (trilingual vs bilinguals) on executive function. Presentation at the second Connect’em Conference, Johor Baru, University of Reading, Malaysia.Google Scholar

Köppe, R. (1996). Language differentiation in bilingual children: the development of grammatical and pragmatic competence. Linguistics, 34(5), 927–54.Google Scholar

Köppe, R., & Meisel, J. M. (1995). Code-switching in bilingual first language acquisition. In Milroy, L. & Muysken, P., eds., One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching. Cambridge: Cambridge University Press, pp. 276–301.Google Scholar

Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Kroff, J. R. V. (2012). Juggling two languages in one mind. What bilinguals tell us about language processing and its consequences for cognition. Psychology of Learning and Motivation – Advances in Research and Theory, 56, 229–62.Google Scholar

Lanza, E. (1992). Can bilingual two-year-olds code-switch? Journal of Child Language, 19(3), 633–58.Google Scholar

Lanza, E. (1997). Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective. Oxford: Clarendon Press.Google Scholar

MacSwan, J. (1999). A Minimalist Approach to Intrasentential Code-Switching. New York: Garland Press.Google Scholar

Meisel, J. M. (1994). Code-switching in young bilingual children. The acquisition of grammatical constraints. Studies in Second Language Acquisition, 16(4), 413–39.Google Scholar

Muysken, P. (1984). The Spanish that Quechua speakers learn: L2 learning as norm-governed behavior. In Andersen, W., ed., Second Languages: A Crosslinguistic Perspective. Rowley: Newbury House, pp. 101–19.Google Scholar

Muysken, , (2000). Bilingual Speech: A Typology of Code-Mixing. Cambridge: Cambridge University Press.Google Scholar

Muysken, , (2011). Bridges over troubled waters: Theoretical linguistics and multilingualism research. Stellenbosch Papers in Linguistics, 40, 20–38.Google Scholar

Muysken, , (2013). Language contact outcomes as the result of bilingual optimization strategies. Bilingualism, Language and Cognition, 16(4), 709–30.Google Scholar

Namba, K. (2012). Non-insertional code-switching in English–Japanese bilingual children: alternation and congruent lexicalization. International Journal of Bilingual Education and Bilingualism, 15(4), 455–73.Google Scholar

Pearson, B. Z., Fernández, S., & Oller, D. K. (1995). Cross-language synonyms in the lexicons of bilingual infants: One language or two? Journal of Child Language, 22(2), 345–68.Google Scholar

Petersen, J. (1988). Word-internal code-switching constraints in a bilingual child’s grammar. Linguistics, 26(3), 479–93.Google Scholar

Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence two-year-olds’ bilingual proficiency. Child Development, 82(6), 1834–49.Google Scholar

Place, S., & Hoff, E. (2016). Effects and noneffects of input in bilingual environments on dual language skills in 2½-year-olds. Bilingualism: Language and Cognition, 19(5), 1023–41.Google Scholar

Poarch, G. J., & van Hell, J. G. (2012). Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 113(4), 535–51.Google Scholar