Mehrsprachigkeit im Kindergartenalter
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Publisher
Springer Fachmedien Wiesbaden
Link
http://link.springer.com/content/pdf/10.1007/978-3-658-20285-9_25
Reference23 articles.
1. Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool. In Child Development, 86(4), S.1094–1111.
2. Buysse, V., Peisner-Feinberg, E., Paez, M., Hammer, C. S., & Knowles, M. (2014). Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature. In Early Childhood Research Quarterly, 29(4), S. 765–785.
3. Dennaoui, K., Nicholls, R. J., O’Connor, M., Tarasuik, J., Kvalsvig, A., & Goldfeld, S. (2016). The English proficiency and academic language skills of Australian bilingual children during the primary school years. In International Journal of Speech-Language Pathology, 18(2), S.157–165.
4. García, E. B. (2018). The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start. In Early Childhood Research Quarterly, 42(1), S.148–157.
5. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London: Palgrave Pivot.
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