Child characteristics, family factors, and preschool factors are all found to affect the rate of
bilingual children's vocabulary development in heritage language (HL). However, what …

Teachers' language practice during shared book reading may significantly affect the rate
and outcome of early language proficiency. The current study has focused on 37 …

Both internal factors (eg, nonverbal intelligence) and external factors (eg, input quantity) are
claimed to affect the rate of children's vocabulary development. However, it remains an open …

Abstract This study examined Mandarin–English bilingual children's visual attention over
repetitive readings of Mandarin enhanced digital books and static books as well as the …

This study examined the role of the “animated eBook advantage” in child bilingual's
Mandarin learning, which has tended to be examined in the acquisition of Germanic …

Teacher talk has been found to significantly affect children's early language development
during shared book reading; however, the mechanism of such influence remains unclear …

ABSTRACT 'Should I talk to my child in a language that I am not good at?'This question
reveals the dilemma that many bilingual parents are facing. In the current study, 301 English …

Both language input and output are important to child language learners' heritage language
development. Nevertheless, existing studies mainly focus on language input, leaving the …

This study employs the Specificity Principle to examine the relative impacts of external (input
quantity at home and at school, number of books and reading frequency at home, teachers' …

The current study examines the relationship between bilingual children's dual language
experience (ie language input, language output and vocabulary proficiency), and their social …