Post on 20-Nov-2020
Supplementary Online Materials
Complete List of Articles Included in the Database
As described in the manuscript Describing bilinguals: A systematic review of labels used in the literature between 2005-2015
Sarah Surrain & Gigi Luk
Contact: sarahsurrain@g.harvard.edu
Abdelgafar, G. M., & Moawad, R. A. (2015). Executive function differences between bilingual
Arabic–English and monolingual Arabic children. Journal of Psycholinguistic Research, 44(5),
651–667. https://doi.org/10.1007/s10936-014-9309-3
Adi-Japha, E., Berberich-Artzi, J., & Libnawi, A. (2010). Cognitive flexibility in drawings of
bilingual children. Child Development, 81(5), 1356–1366. https://doi.org/10.1111/j.1467-
8624.2010.01477.x
Altenberg, E. P., & Ferrand, C. T. (2006). Perception of individuals with voice disorders by
monolingual English, bilingual Cantonese-English, and bilingual Russian-English women.
Journal of Speech, Language, and Hearing Research, 49(4), 879–887.
https://doi.org/10.1044/1092-4388(2006/063)
Alvarado, N., & Jameson, K. A. (2011). Shared knowledge about emotion among Vietnamese and
English bilingual and monolingual speakers. Journal of Cross-Cultural Psychology, 42(6), 963–
982. https://doi.org/10.1177/0022022110381125
Antón, E., Duñabeitia, J. A., Estévez, A., Hernández, J. A., Castillo, A., Fuentes, L. J., … Carreiras,
M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in
Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00398
Antón-Méndez, I., & Gollan, T. H. (2010). Not just semantics: Strong frequency and weak cognate
effects on semantic association in bilinguals. Memory & Cognition, 38(6), 723–739.
https://doi.org/10.3758/MC.38.6.723
Archila-Suerte, P., Zevin, J., Ramos, A. I., & Hernandez, A. E. (2013). The neural basis of non-native
speech perception in bilingual children. NeuroImage, 67, 51–63.
https://doi.org/10.1016/j.neuroimage.2012.10.023
Ash, A. C., Rice, M. L., & Redmond, S. M. (2014). Effect of language context on ratings of shy and
unsociable behaviors in English language learner children. Language, Speech, and Hearing
Services in Schools, 45(1), 52–66. https://doi.org/10.1044/2013_LSHSS-13-0020
Athanasopoulos, P. (2009). Cognitive representation of colour in bilinguals: The case of Greek blues.
Bilingualism: Language and Cognition, 12(01), 83–95.
https://doi.org/10.1017/S136672890800388X
Athanasopoulos, P., Damjanovic, L., Krajciova, A., & Sasaki, M. (2011). Representation of colour
concepts in bilingual cognition: The case of Japanese blues. Bilingualism: Language and
Cognition, 14(01), 9–17. https://doi.org/10.1017/S1366728909990046
Baker, W., & Trofimovich, P. (2005). Interaction of native- and second-language vowel system(s) in
early and late bilinguals. Language and Speech, 48(1), 1–27.
https://doi.org/10.1177/00238309050480010101
Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of
language, cultural background, and education. Child Development, 83(2), 413–422.
Barlow, J. A. (2014). Age of acquisition and allophony in Spanish-English bilinguals. Frontiers in
Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00288
2
Basnight-Brown, D. M., Chen, L., Hua, S., Kostić, A., & Feldman, L. B. (2007). Monolingual and
bilingual recognition of regular and irregular English verbs: Sensitivity to form similarity varies
with first language experience. Journal of Memory and Language, 57(1), 65–80.
https://doi.org/10.1016/j.jml.2007.03.001
Bassetti, B. A. L. (2014). Is grammatical gender considered arbitrary or semantically motivated?
Evidence from young adult monolinguals, second language learners, and early bilinguals. British
Journal of Psychology, 105(2), 273–294. https://doi.org/10.1111/bjop.12037
Beaton, A. A., Suller, S., & Workman, L. (2007). Visual laterality effects in readers of a deep and a
shallow orthography. Laterality: Asymmetries of Body, Brain and Cognition, 12(3), 199–215.
https://doi.org/10.1080/13576500601112283
Bedore, L. M., Fiestas, C. E., Peña, E. D., & Nagy, V. J. (2006). Cross-language comparisons of maze
use in Spanish and English in functionally monolingual and bilingual children. Bilingualism:
Language and Cognition, 9(3), 233–247. https://doi.org/10.1017/S1366728906002604
Bialystok, E. (2006). Effect of bilingualism and computer video game experience on the Simon task.
Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie
Expérimentale, 60(1), 68–79. https://doi.org/10.1037/cjep2006008
Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children.
Journal of Experimental Child Psychology, 110(3), 461–468.
https://doi.org/10.1016/j.jecp.2011.05.005
Bialystok, E., Barac, R., Blaye, A., & Poulin-Dubois, D. (2010). Word mapping and executive
functioning in young monolingual and bilingual children. Journal of Cognition and
Development, 11(4), 485–508. https://doi.org/10.1080/15248372.2010.516420
3
Bialystok, E., Craik, F. I. M., & Luk, G. (2008). Lexical access in bilinguals: Effects of vocabulary
size and executive control. Journal of Neurolinguistics, 21(6), 522–538.
https://doi.org/10.1016/j.jneuroling.2007.07.001
Bialystok, E., & Feng, X. (2009). Language proficiency and executive control in proactive
interference: Evidence from monolingual and bilingual children and adults. Brain and Language,
109(2–3), 93–100. https://doi.org/10.1016/j.bandl.2008.09.001
Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, Biliteracy, and Learning to Read:
Interactions Among Languages and Writing Systems. Scientific Studies of Reading, 9(1), 43–61.
https://doi.org/10.1207/s1532799xssr0901_4
Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education:
Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177–191.
https://doi.org/10.1017/S0142716412000288
Bialystok, E., & Shapero, D. (2005). Ambiguous benefits: The effect of bilingualism on reversing
ambiguous figures. Developmental Science, 8(6), 595–604. https://doi.org/10.1111/j.1467-
7687.2005.00451.x
Blumenfeld, H. K., & Marian, V. (2014). Cognitive control in bilinguals: Advantages in Stimulus–
Stimulus inhibition. Bilingualism: Language and Cognition, 17(03), 610–629.
https://doi.org/10.1017/S1366728913000564
Bogulski, C. A., Rakoczy, M., Goodman, M., & Bialystok, E. (2015). Executive control in fluent and
lapsed bilinguals. Bilingualism: Language and Cognition, 18(3), 561–567.
https://doi.org/10.1017/S1366728914000856
4
Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive
vocabulary: Does form similarity matter? International Journal of Behavioral Development,
38(4), 317–322. https://doi.org/10.1177/0165025414532559
Brojde, C. L., Ahmed, S., & Colunga, E. (2012). Bilingual and monolingual children attend to
different cues when learning new words. Frontiers in Psychology, 3.
https://doi.org/10.3389/fpsyg.2012.00155
Burfin, S., Pascalis, O., Tada, E. R., Costa, A., Savariaux, C., & Kandel, S. (2014). Bilingualism
affects audiovisual phoneme identification. Frontiers in Psychology, 5.
https://doi.org/10.3389/fpsyg.2014.01179
Byers-Heinlein, K., Chen, K. H., & Xu, F. (2014). Surmounting the Tower of Babel: Monolingual and
bilingual 2-year-olds’ understanding of the nature of foreign language words. Journal of
Experimental Child Psychology, 119, 87–100. https://doi.org/10.1016/j.jecp.2013.09.011
Byers-Heinlein, K., Fennell, C. T., & Werker, J. F. (2013). The development of associative word
learning in monolingual and bilingual infants. Bilingualism: Language and Cognition, 16(1),
198–205. https://doi.org/10.1017/S1366728912000417
Byers-Heinlein, K., & Werker, J. F. (2009). Monolingual, bilingual, trilingual: Infants’ language
experience influences the development of a word-learning heuristic. Developmental Science,
12(5), 815–823. https://doi.org/10.1111/j.1467-7687.2009.00902.x
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young
children. Developmental Science, 11(2), 282–298. https://doi.org/10.1111/j.1467-
7687.2008.00675.x
5
Chen, L., & Lei, J. (2013). The production of referring expressions in oral narratives of Chinese–
English bilingual speakers and monolingual peers. Child Language Teaching and Therapy,
29(1), 41–55. https://doi.org/10.1177/0265659012459527
Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of
Chinese-English bilinguals. Bilingualism: Language and Cognition, 14(4), 570–578.
https://doi.org/10.1017/S1366728910000362
Coderre, E. L., Van Heuven, W. J. B., & Conklin, K. (2013). The timing and magnitude of Stroop
interference and facilitation in monolinguals and bilinguals. Bilingualism: Language and
Cognition, 16(Special Issue 02), 420–441. https://doi.org/10.1017/S1366728912000405
Comeau, L., Genesee, F., & Mendelson, M. (2010). A comparison of bilingual and monolingual
children’s conversational repairs. First Language, 30(3–4), 354–374.
https://doi.org/10.1177/0142723710370530
Costa, A., Hernández, M., Costa-Faidella, J., & Sebastián-Gallés, N. (2009). On the bilingual
advantage in conflict processing: Now you see it, now you don’t. Cognition, 113(2), 135–149.
https://doi.org/10.1016/j.cognition.2009.08.001
Cottini, M., Pieroni, L., Spataro, P., Devescovi, A., Longobardi, E., & Rossi-Arnaud, C. (2015).
Feature binding and the processing of global–local shapes in bilingual and monolingual children.
Memory & Cognition, 43(3), 441–452. https://doi.org/10.3758/s13421-014-0467-1
Craik, F. I. M., & Bialystok, E. (2006). Planning and task management in older adults: Cooking
breakfast. Memory & Cognition, 34(6), 1236–1249. https://doi.org/10.3758/BF03193268
Cremer, M., & Schoonen, R. (2013). The role of accessibility of semantic word knowledge in
monolingual and bilingual fifth-grade reading. Applied Psycholinguistics, l 34(6), 1195–1217.
https://doi.org/10.1017/S0142716412000203
6
Dalton, B., Proctor, C. P., Uccelli, P., Mo, E., & Snow, C. E. (2011). Designing for diversity: The role
of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade
monolingual English and bilingual students. Journal of Literacy Research, 43(1), 68–100.
https://doi.org/10.1177/1086296X10397872
Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and
bilingual (Urdu-English) children. Cognitive Development, 25(2), 166–182.
https://doi.org/10.1016/j.cogdev.2009.07.003
Davidson, D., & Tell, D. (2005). Monolingual and bilingual children’s use of mutual exclusivity in
the naming of whole objects. Journal of Experimental Child Psychology, 92(1), 25–45.
https://doi.org/10.1016/j.jecp.2005.03.007
De Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual–monolingual comparison of
young children’s vocabulary size: Evidence from comprehension and production. Applied
Psycholinguistics, 35(06), 1189–1211. https://doi.org/10.1017/S0142716412000744
De Sousa, D. S., Greenop, K., & Fry, J. (2010a). Simultaneous and sequential cognitive processing in
monolingual and bilingual children in South Africa. South African Journal of Psychology, 40(2),
165–173. https://doi.org/10.1177/008124631004000206
De Sousa, D. S., Greenop, K., & Fry, J. (2010b). The effects of phonological awareness of Zulu-
speaking children learning to spell in English: A study of cross-language transfer. British
Journal of Educational Psychology, 80(4), 517–533. https://doi.org/10.1348/000709910X496429
Dussias, P. E., & Sagarra, N. (2007). The effect of exposure on syntactic parsing in Spanish–English
bilinguals. Bilingualism: Language and Cognition, 10(01), 101–116.
https://doi.org/10.1017/S1366728906002847
7
Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control
in bilinguals: Evidence from bimodal bilinguals. Psychological Science, 19(12), 1201–1206.
https://doi.org/10.1111/j.1467-9280.2008.02224.x
Emmorey, K., Petrich, J. A. F., & Gollan, T. H. (2013). Bimodal bilingualism and the frequency-lag
hypothesis. Journal of Deaf Studies and Deaf Education, 18(1), 1–11.
https://doi.org/10.1093/deafed/ens034
Engel de Abreu, P. M. J. (2011). Working memory in multilingual children: Is there a bilingual
effect? Memory, 19(5), 529–537. https://doi.org/10.1080/09658211.2011.590504
Engel de Abreu, P. M. J., Cruz-Santos, A., Tourinho, C. J., Martin, R., & Bialystok, E. (2012).
Bilingualism enriches the poor: Enhanced cognitive control in low-income minority children.
Psychological Science, 23(11), 1364–1371. https://doi.org/10.1177/0956797612443836
Farnia, F., & Geva, E. (2011). Cognitive correlates of vocabulary growth in English language
learners. Applied Psycholinguistics, 32(4), 711–738.
https://doi.org/10.1017/S0142716411000038
Fennell, C., & Byers-Heinlein, K. (2014). You sound like mommy: Bilingual and monolingual infants
learn words best from speakers typical of their language environments. International Journal of
Behavioral Development, 38(4), 309–316. https://doi.org/10.1177/0165025414530631
Filippi, R., Leech, R., Thomas, M. S. C., Green, D. W., & Dick, F. (2012). A bilingual advantage in
controlling language interference during sentence comprehension. Bilingualism: Language and
Cognition, 15(04), 858–872. https://doi.org/10.1017/S1366728911000708
Fowler, C. A., Sramko, V., Ostry, D. J., Rowland, S. A., & Hallé, P. (2008). Cross language phonetic
influences on the speech of French–English bilinguals. Journal of Phonetics, 36(4), 649–663.
https://doi.org/10.1016/j.wocn.2008.04.001
8
Gathercole, V. C. M., & Moawad, R. A. (2010). Semantic interaction in early and late bilinguals: All
words are not created equally. Bilingualism: Language and Cognition, 13(04), 385–408.
https://doi.org/10.1017/S1366728909990460
Gibson, T. A., Oller, D. K., Jarmulowicz, L., & Ethington, C. A. (2012). The receptive–expressive
gap in the vocabulary of young second-language learners: Robustness and possible mechanisms.
Bilingualism: Language and Cognition, 15(1), 102–106.
https://doi.org/10.1017/S1366728910000490
Gildersleeve-Neumann, C. E., Kester, E. S., Davis, B. L., & Peña, E. D. (2008). English speech sound
development in preschool-aged children from bilingual English-Spanish environments.
Language, Speech, and Hearing Services in Schools, 39(3), 314–328.
https://doi.org/10.1044/0161-1461(2008/030)
Gollan, T. H., Montoya, R. I., & Bonanni, M. P. (2005). Proper Names Get Stuck on Bilingual and
Monolingual Speakers’ Tip of the Tongue Equally Often. Neuropsychology, 19(3), 278–287.
https://doi.org/10.1037/0894-4105.19.3.278
Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More use almost always means a
smaller frequency effect: Aging, bilingualism, and the weaker links hypothesis. Journal of
Memory and Language, 58(3), 787–814. https://doi.org/10.1016/j.jml.2007.07.001
Gollan, T. H., Montoya, R. I., Fennema-Notestine, C., & Morris, S. K. (2005). Bilingualism affects
picture naming but not picture classification. Memory & Cognition, 33(7), 1220–1234.
https://doi.org/10.3758/BF03193224
Gonzales, K., & Lotto, A. J. (2013). A Bafri, un Pafri Bilinguals’ Pseudoword Identifications Support
Language-Specific Phonetic Systems. Psychological Science, 24(11), 2135–2142.
https://doi.org/10.1177/0956797613486485
9
Grant, A., Gottardo, A., & Geva, E. (2011). Reading in English as a first or second language: The
case of grade 3 Spanish, Portuguese, and English speakers. Learning Disabilities Research &
Practice, 26(2), 67–83. https://doi.org/10.1111/j.1540-5826.2011.00327.x
Hack, J., Marinova-Todd, S. H., & Bernhardt, B. M. (2012). Speech assessment of Chinese–English
bilingual children: Accent versus developmental level. International Journal of Speech-
Language Pathology, 14(6), 509–519. https://doi.org/10.3109/17549507.2012.718361
Hernández, M., Martin, C. D., Barceló, F., & Costa, A. (2013). Where is the bilingual advantage in
task-switching? Journal of Memory and Language, 69(3), 257–276.
https://doi.org/10.1016/j.jml.2013.06.004
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure
and early bilingual development. Journal of Child Language, 39(01), 1–27.
https://doi.org/10.1017/S0305000910000759
Hsu, H. (2014). Effects of Bilingualism and Trilingualism in L2 Production: Evidence from Errors
and Self-Repairs in Early Balanced Bilingual and Trilingual Adults. Journal of Psycholinguistic
Research, 43(4), 357–79. https://doi.org/10.1007/s10936-013-9257-3
Janssen, M., Bosman, A. M. T., & Leseman, P. P. M. (2013). Phoneme awareness, vocabulary and
word decoding in monolingual and bilingual Dutch children. Journal of Research in Reading,
36(1), 1–13. https://doi.org/10.1111/j.1467-9817.2011.01480.x
Jubenville, K., Sénéchal, M., & Malette, M. (2014). The moderating effect of orthographic
consistency on oral vocabulary learning in monolingual and bilingual children. Journal of
Experimental Child Psychology, 126, 245–263. https://doi.org/10.1016/j.jecp.2014.05.002
10
Kandel, S., & Valdois, S. (2006). French and Spanish-speaking children use different visual and
motor units during spelling acquisition. Language and Cognitive Processes, 21(5), 531–561.
https://doi.org/10.1080/01690960500095946
Kang, J. Y. (2012). Do bilingual children possess better phonological awareness? Investigation of
Korean monolingual and Korean-English bilingual children. Reading and Writing, 25(2), 411–
431. https://doi.org/10.1007/s11145-010-9277-4
Kapa, L. L., & Colombo, J. (2013). Attentional control in early and later bilingual children. Cognitive
Development, 28(3), 233–246. https://doi.org/10.1016/j.cogdev.2013.01.011
Kaushanskaya, M. (2012). Cognitive mechanisms of word learning in bilingual and monolingual
adults: The role of phonological memory. Bilingualism: Language and Cognition, 15(3), 470–
489.
Kaushanskaya, M., & Rechtzigel, K. (2012). Concreteness effects in bilingual and monolingual word
learning. Psychonomic Bulletin & Review, 19(5), 935–941. https://doi.org/10.3758/s13423-012-
0271-5
Kersten, A. W., Meissner, C. A., Lechuga, J., Schwartz, B. L., Albrechtsen, J. S., & Iglesias, A.
(2010). English speakers attend more strongly than Spanish speakers to manner of motion when
classifying novel objects and events. Journal of Experimental Psychology: General, 139(4),
638–653. https://doi.org/10.1037/a0020507
Kim, J.-H., Montrul, S., & Yoon, J. (2009). Binding interpretations of anaphors by Korean heritage
speakers. Language Acquisition: A Journal of Developmental Linguistics, 16(1), 3–35.
https://doi.org/10.1080/10489220802575293
11
Klassert, A., Gagarina, N., & Kauschke, C. (2014). Object and action naming in Russian- and
German-speaking monolingual and bilingual children. Bilingualism: Language and Cognition,
17(1), 73–78. https://doi.org/10.1017/S1366728913000096
Komeili, M., & Marshall, C. R. (2013). Sentence repetition as a measure of morphosyntax in
monolingual and bilingual children. Clinical Linguistics & Phonetics, 27(2), 152–161.
https://doi.org/10.3109/02699206.2012.751625
Kormi-Nouri, R., Moradi, A.-R., Moradi, S., Akbari-Zardkhaneh, S., & Zahedian, H. (2012). The
effect of bilingualism on letter and category fluency tasks in primary school children: Advantage
or disadvantage? Bilingualism: Language and Cognition, 15(02), 351–364.
https://doi.org/10.1017/S1366728910000192
Kousaie, S., & Phillips, N. A. (2012). Conflict monitoring and resolution: Are two languages better
than one? Evidence from reaction time and event-related brain potentials. Brain Research, 1446,
71–90. https://doi.org/10.1016/j.brainres.2012.01.052
Kovács, Á. M. (2009). Early bilingualism enhances mechanisms of false-belief reasoning.
Developmental Science, 12(1), 48–54. https://doi.org/10.1111/j.1467-7687.2008.00742.x
Kovelman, I., Baker, S. A., & Petitto, L.-A. (2008). Age of first bilingual language exposure as a new
window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203–
223. https://doi.org/10.1017/S1366728908003386
Kuo, L.-J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact
of early bilingualism on phonological awareness. Scientific Studies of Reading, 14(4), 365–385.
https://doi.org/10.1080/10888431003623470
12
Lai, V. T., & Boroditsky, L. (2013). The immediate and chronic influence of spatio-temporal
metaphors on the mental representations of time in English, Mandarin, and Mandarin-English
speakers. Cultural Psychology, 4, 142. https://doi.org/10.3389/fpsyg.2013.00142
Lam, S.-M., & Hsiao, J. H. (2014). Bilingual experience modulates hemispheric lateralization in
visual word processing. Bilingualism: Language and Cognition, 17(03), 589–609.
https://doi.org/10.1017/S1366728913000734
Laurent, A., & Martinot, C. (2009). Bilingualism and phonological segmentation of speech: The case
of English-French pre-schoolers. Journal of Early Childhood Literacy, 9(1), 29–49.
https://doi.org/10.1177/1468798408101102
Laurent, A., & Martinot, C. (2010). Bilingualism and phonological awareness: The case of bilingual
(French–Occitan) children. Reading and Writing, 23(3–4), 435–452.
https://doi.org/10.1007/s11145-009-9209-3
Lee, S. A. S., & Iverson, G. K. (2012). Stop consonant productions of Korean–English bilingual
children. Bilingualism: Language and Cognition, 15(2), 275–287.
https://doi.org/10.1017/S1366728911000083
Lehtonen, M., Hultén, A., Rodríguez-Fornells, A., Cunillera, T., Tuomainen, J., & Laine, M. (2012).
Differences in word recognition between early bilinguals and monolinguals: Behavioral and ERP
evidence. Neuropsychologia, 50(7), 1362–1371.
https://doi.org/10.1016/j.neuropsychologia.2012.02.021
Lehtonen, M., Niska, H., Wande, E., Niemi, J., & Laine, M. (2006). Recognition of Inflected Words
in a Morphologically Limited Language: Frequency Effects in Monolinguals and Bilinguals.
Journal of Psycholinguistic Research, 35(2), 121–46. https://doi.org/10.1007/s10936-005-9008-1
13
Lin, L.-C., & Johnson, C. J. (2010). Phonological patterns in Mandarin–English bilingual children.
Clinical Linguistics & Phonetics, 24(4–5), 369–386.
https://doi.org/10.3109/02699200903532482
Ljungberg, J. K., Hansson, P., Andrés, P., Josefsson, M., & Nilsson, L.-G. (2013). A Longitudinal
Study of Memory Advantages in Bilinguals. PLOS ONE, 8(9), e73029.
https://doi.org/10.1371/journal.pone.0073029
Macizo, P., Herrera, A., Paolieri, D., & Román, P. (2010). Is there cross-language modulation when
bilinguals process number words? Applied Psycholinguistics, 31(04), 651–669.
https://doi.org/10.1017/S0142716410000184
Mady, C. (2014). Learning French as a second official language in Canada: Comparing monolingual
and bilingual students at Grade 6. International Journal of Bilingual Education and
Bilingualism, 17(3), 330–344. https://doi.org/10.1080/13670050.2013.767778
Marian, V., Chabal, S., Bartolotti, J., Bradley, K., & Hernandez, A. E. (2014). Differential recruitment
of executive control regions during phonological competition in monolinguals and bilinguals.
Brain and Language, 139, 108–117. https://doi.org/10.1016/j.bandl.2014.10.005
Marinis, T., & Chondrogianni, V. (2010). Production of tense marking in successive bilingual
children: When do they converge with their monolingual peers? International Journal of Speech-
Language Pathology, 12(1), 19–28. https://doi.org/10.3109/17549500903434125
Marinova-Todd, S. H., & Hall, E. K. (2013). Predictors of English spelling in bilingual and
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