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Social Factors in Childhood Bilingualism in the United States
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Pearson, Barbara Zurer – Applied Psycholinguistics, 2007
A number of studies have shown that approximately one-quarter of children in potentially bilingual environments do not become bilingual. This article explores several key factors that influence the likelihood that a child who has access to interactions in two languages will learn them both. The five factors discussed are input, language status,…
Descriptors: Language Maintenance, Community Support, Language Proficiency, Bilingualism