Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students-Reference-Cited by-同舟云学术

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Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students

Published:2023-12-07 Issue: Volume: Page:1-16
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Zhang Haomin¹²³^ORCID,Hu Zhen¹²,Wang Tuoxiong¹²⁴,Sun Jie⁵

Affiliation:

1. Department of English, School of Foreign Languages, East China Normal University, Shanghai, China

2. The Psycholinguistics Lab, School of Foreign Languages, East China Normal University, Shanghai, China

3. The Foreign Language Teaching and Research Center, School of Foreign Languages, East China Normal University, Shanghai, China

4. School of Foreign Languages, Ningxia Normal University, Guyuan, China

5. Department of English, Sun Yat-sen University, Guangzhou, China

Funder

Fundamental Research Funds for the Central Universities

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2023.2288638

Reference64 articles.

1. Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home

2. Community‐based literacy learning

3. The Child's Learning of English Morphology

4. Acquisition of Literacy in Bilingual Children: A Framework for Research

5. Burchell DM. 2019. The direct and indirect effects of syntactic awareness on French reading comprehension in French immersion students. [Unpublished master’s thesis]. University of Toronto.

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