Keyword search (4,163 papers available)

"Kircher R" Authored Publications:

Title Authors PubMed ID
1 A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing Quirk E; Brouillard M; Ahooja A; Ballinger S; Polka L; Byers-Heinlein K; Kircher R; 41199774
PSYCHOLOGY
2 Quebec-based parents' concerns regarding their children's multilingual development Quirk E; Brouillard M; Ahooja A; Ballinger S; Polka L; Byers-Heinlein K; Kircher R; 39055771
PSYCHOLOGY
3 Quebec-based Parents' Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors Kircher R; Quirk E; Brouillard M; Ahooja A; Ballinger S; Polka L; Byers-Heinlein K; 36051630
PSYCHOLOGY
4 Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families? Fibla L; Kosie JE; Kircher R; Lew-Williams C; Byers-Heinlein K; 35224184
CONCORDIA

 

Title:Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?
Authors:Fibla LKosie JEKircher RLew-Williams CByers-Heinlein K
Link:https://pubmed.ncbi.nlm.nih.gov/35224184/
DOI:10.1177/23727322211069312
Publication:Policy insights from the behavioral and brain sciences
Keywords:bilingualismchildrendual language learnersinfancylanguage acquisitionlanguage experiencelanguage inputlanguage outcomes
PMID:35224184 Category: Date Added:2022-02-28
Dept Affiliation: CONCORDIA
1 Concordia University, Montreal, Quebec, Canada.
2 Princeton University, Princeton, NJ, USA.
3 Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy, Leeuwarden, the Netherlands.

Description:

Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn. Throughout our discussions, we highlight that each individual child's experience is unique. In fact, it seems that there are as many ways to grow up bilingual as there are bilingual children. To promote successful bilingual development, we need policies that acknowledge this variability and support frequent exposure to high-quality experience in each of a child's languages.





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