Bibliografia
Armon‑Lotem, S., Rose, K., & Altman, C. (2021). The development of English as a heritage language: The role of chronological age and age of onset of bilingualism. First Language, 41(1), 67–89. https://doi.org/10.1177/0142723720929810
Bialystok, E., Luk, G., Peets, K. F. i Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism (Cambridge, England), 13(4), 525–531. https://doi.org/10.1017/S1366728909990423
David, A. i Wei, L. (2008). Individual Differences in the Lexical Development of French–English Bilingual Children. International Journal of Bilingual Education and Bilingualism, 11(5), 598–618. https://doi.org/10.1080/13670050802149200
Dewaele, J. M. (2015). Bilingualism and multilingualism. The international encyclopedia of language and social interaction, 1–11.
Dickinson, D. i Tabors, P. (red.). (2001). Beginning Literacy with Language: Young Children Learning at Home and School (1st edition). Brookes Publishing.
Dynak, A., Bajkowska, K., Kilanowska, J., Kołak, J., Krysztofiak, M., Łuniewska, M., Muszyńska, K., Gram Garmann, N. i Haman, E. (2024). Better Start to Bilingual Development: Bridging Parental Beliefs and Science Through Early Intervention [artykuł złożony do czasopisma].
Fitton, L., McIlraith, A. L. i Wood, C. L. (2018). Shared Book Reading Interventions With English Learners: A Meta‑Analysis. Review of Educational Research, 88(5), 712–751. https://doi.org/10.3102/0034654318790909
Grøver, V., Rydland, V., Gustafsson, J. E. i Snow, C. E. (2020). Shared book reading in preschool supports bilingual children’s second‐language learning: A cluster‐randomized trial. Child development, 91(6), 2192–2210.
Haman, E., Wodniecka, Z., Marecka M., Szewczyk J., Białecka‑Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik N. i Foryś‑Nogala, M. (2017). How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish‑English Migrants to the United Kingdom. Front. Psychol., 8, 1444. https://doi: 10.3389/fpsyg.2017.01444
Hart, B. i Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M. i Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27. https://doi:10.1017/S0305000910000759
Kašćelan, D., Prévost, P., Serratrice, L., Tuller, L., Unsworth, S., & De Cat, C. (2022). A review of questionnaires quantifying bilingual experience in children: Do they document the same constructs? Bilingualism: Language and Cognition, 25(1), 29–41. 10.1017/S1366728921000390
Kovelman, I., Baker, S. A. i Petitto, L. A. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism (Cambridge, England), 11(2), 203–223. https://doi.org/10.1017/S1366728908003386
Łuniewska, M., Wójcik, M., Kołak, J., Mieszkowska, K., Wodniecka, Z. i Haman, E. (2021). Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties. Language Acquisition, 29(2), 135–164. https://doi.org/10.1080/10489223.2021.1973475
MacLeod, A. A. N., Castellanos‑Ryan, N., Parent, S., Jacques, S. i Séguin, J. R. (2019). Modelling vocabulary development among multilingual children prior to and following the transition to school entry. International journal of bilingual education and bilingualism, 22(4), 473–492. https://doi.org/10.1080/13670050.2016.1269718
MacLeod, A. A., Fabiano‑Smith, L., Boegner‑Pagé, S. i Fontolliet, S. (2013). Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development. Child Language Teaching and Therapy, 29(1), 131–142. https://doi.org/10.1177/0265659012466862
Mieszkowska, K., Łuniewska, M., Kołak, J., Kacprzak, A., Wodniecka, Z. i Haman, E. (2017). Home language will not take care of itself: vocabulary knowledge in trilingual children in the United Kingdom. Front. Psychol., 8, 1358. https://doi:10.3389/fpsyg.2017.01358
Miękisz, A., Haman, E., Łuniewska, M., Kuś, K., O'Toole, C. i Katsos, N. (2017). The Impact of a First‑Generation Immigrant Environment on the Heritage Language: Productive Vocabularies of Polish Toddlers Living in the UK and Ireland. International Journal of Bilingual Education and Bilingualism, 20(2), 183–200.
Ministerstwo Edukacji Narodowej (2024). Szkoły i uczniowie według organów prowadzących. https://dane.gov.pl/pl/dataset/212,szkoy-i-uczniowie-wedug-organow-prowadzacych
Muszyńska, K., Krajewski, G., Dynak, A., Garmann, N. G., Romøren, A. S. H., Łuniewska, M. […] Haman, E. Bilingual children reach early language milestones at the same age as monolingual peers: evidence from parental report via mobile app [w recenzji].
Müller, L.-M., Howard, K., Wilson, E., Gibson, J. i Katsos, N. (2020). Bilingualism in the family and child well‑being: A scoping review. International Journal of Bilingualism, 24(5–6), 1049–1070. https://doi.org/10.1177/1367006920920939
Otwinowska, A., Mieszkowska, K., Białecka‑Pikul, M., Opacki, M. i Haman, E. (2018). Retelling a model story improves the narratives of Polish‑English bilingual children. International Journal of Bilingual Education and Bilingualism, 23(9), 1083–1107. https://doi.org/10.1080/13670050.2018.1434124
Pico, D. L. i Woods, C. (2023). Shared Book Reading for Spanish‑Speaking Emergent Bilinguals: A Review of Experimental Studies. Review of Educational Research, 93(1), 103–138. https://doi.org/10.3102/00346543221095112
Ribot, K.M., Hoff, E. i Burridge, A. (2018), Language Use Contributes to Expressive Language Growth: Evidence From Bilingual Children. Child Dev, 89, 929–940. https://doi.org/10.1111/cdev.12770
Rocha‑Hidalgo, J. i Barr, R. (2023). Defining bilingualism in infancy and toddlerhood: A scoping review. International Journal of Bilingualism, 27(3), 253–274. https://doi.org/10.1177/13670069211069067
Smithson, l., Paradis, J. i Nicoladis, E. (2014). Bilingualism and receptive vocabulary achievement: could sociocultural context make a difference? Bilingualism: Language and Cognition, 17(4), 810–821. https://doi:10.1017/S1366728913000813
Suskind, D. (2015). Thirty Million Words: Building a Child’s Brain (1st edition). Dutton.
Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15(4), 426–445. https://doi.org/10.1177/1367006911403202
Thordardottir, E. (2019). Amount trumps timing in bilingual vocabulary acquisition: Effects of input in simultaneous and sequential school‑age bilinguals. International Journal of Bilingualism, 23(1), 236–255. https://doi.org/10.1177/1367006917722418
Unsworth, S., Argyri, F., Corpnis, L., Hulk, A., Sorace, A. i Tsimpli, I. (2014). The role of age of onset and input in early child bilingualism in Greek and Dutch. Applied Psycholinguistics, 35(4), 765–805. https://doi:10.1017/S0142716412000574
Unsworth, S., Brouwer, S., de Bree, E. i Verhagen, J. (2019). Predicting bilingual preschoolers’ patterns of language development: Degree of non‑native input matters. Applied Psycholinguistics, 40(5), 1189–1219. https://doi:10.1017/S0142716419000225