Publication List 2

Bilingualism and immersion programmes

This page contains the most recent and relevant publications, either by the researchers in this group or that are considered relevant to children and language learning in the early years. Publications are organised in chronological order.

2010

Schwartz, M., Mor-Sommerfeld, A., & Leikin, M. (2010). Facing bilingual education: Majority-language teachers’ challenges and strategies.  Language Awareness, 19(3), 187-203. Impact Factor – 0.36.

2011

Cruz-Ferreira, M. (2011). First language acquisition and teaching.  In A. Wilton & M. Stegu (Eds.), Applied Folk Linguistics. Non-linguists’ ideas about language (AILA Review 24) (pp. 78–87). Amsterdam: John Benjamins. DOI: 10.1075/aila.24.06cru

Meng, K., Protassova, E.(2011). Interactional grammar of the early bilingualism.  In: Ceytlin S.N., Eliseeva M.B. (Eds.) The way to language: monolingualism and bilingualism (pp.221-234). Moscow: Jazyki slavjanskix kul’tur.

Protassova, E., Petrovskaja, V., Ovchinnikov, A. (2011). Description of pictures by the Finnish-Russian bilinguals.  In Ceytlin S.N., Eliseeva M.B. (Eds.), The way to language: monolingualism and bilingualism. Moscow: Jazyki slavjanskix kul’tur (pp. 282-293).

2012

Leikin, M., Schwartz, M., & Tobin, Y. (2012). Current issues in bilingualism: A complex approach to a multidimensional phenomenon.  In M. Leikin, M. Schwartz, & Y. Tobin (Eds.), Current Issues in Bilingualism: Cognitive and Socio-linguistic Perspectives (pp. 1-18). Literacy Studies. Dordrecht, Netherlands: Springer.

Meng, K., Protassova, E. (2012). Zweisprachige Bilderbuchinteraktionen in einer russlanddeutschen Aussiedlerfamilie. Pilotanalyse. In Jánczak, B., Jungbluth, K., Weydt, H. (Hrsg.) Mehrsprachigkeit aus deutscher Perspektive. Tübingen: Narr, 95-117.

Protassova, E. (2012). Bilingual Finnish-Russian Children describing Pictures in their Two Languages. In Kravchenko, A. (Ed.) Cognitive Dynamics in Linguistic Interactions (pp. 214-240.) Cambridge: Cambridge Scholars Publishing.

Protassova, E., Lukkari, V., Moin, V., Schwarz, M. (2012). Obshhenie s det’mi v smeshannyh po jazyku sem’jah [Communication with children in mixed-language families] Russkij jazyk segodnja, 5, 348-356.  Obshhenie s det’mi v smeshannyh po jazyku sem’jah [Communication with children in mixed-language families] Russkij jazyk segodnja, 5, 348-356.

Schwartz, M. (2012). Second generation immigrants: Towards a socio-linguistic approach to linguistic development.  In M. Leikin, M. Schwartz, & Y. Tobin (Eds.), Current Issues in Bilingualism: Cognitive and Socio-linguistic perspectives  (pp. 119-135). Literacy Studies. Dordrecht, Netherlands: Springer.

2013

Hayashi, Y. & Murphy, V.A. (2013). On the nature of morphological awareness in Japanese-English bilingual children: A cross-linguistic perspective. Bilingualism: Language and Cognition, 16(1), 49-67.

Protassova, E., Rodina, N. (2013). Russkij jazyk dlja doshkol’nikov [Russian language for preschool children]. Russkij jazyk dlja doshkol’nikov [Russian language for preschool children].

Protassova, E., Petrovskaja, V., Proskurina, Z., Ovchinnikov, A. (2013). Monolingvy i bilingvy: osobennosti rasskazyvanija po kartinke u detej doshkol’nogo vozrasta [Monolinguals and bilinguals: specificity of telling a story nased on a picture series with preschoolers]. Monolingvy i bilingvy: osobennosti rasskazyvanija po kartinke u detej doshkol’nogo vozrasta [Monolinguals and bilinguals: specificity of telling a story based on a picture series with preschoolers].

Schwartz, M. & Verschik, A.(2013). Introduction to the edited volume: Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction.  In M. Schwartz and A. Verschik (Eds.), Successful family language policy: parents, children and educators in interaction (1-20). Series Multilingual Education. Dordrecht, Netherlands: Springer.

Schwartz, M., Moin, V., & Klayle, M. (2013). The motives and outcomes of parents’ choice of a bilingual Hebrew-Arabic kindergarten for their children.  In M. Schwartz and A. Verschik (Eds.), Successful family language policy: parents, children and educators in interaction (pp. 23-51). Series Multilingual Education. Dordrecht, Netherlands: Springer

Schwartz, M., & Shaul, Y. (2013). Narrative development among language-minority children: The role of bilingual versus monolingual preschool education.  Language, Culture and Curriculum, 26(1), 36-51. Impact Factor – 0.17.

2014

Protassova, E. (Ed.) (2014). Multilingualism and errors.  Berlin: Retorika. (in Russian)

Schwartz, M. (2014). The impact of ‘First Language First’ model on vocabulary development among preschool bilingual children. Reading and Writing, (27), 709-732. Impact Factor – 1.44.

Schwartz, M., & Asli, A. (2014). Bilingual teachers’ language strategies: The case of an Arabic-Hebrew kindergarten in Israel. Teaching and Teacher Education, (38), 22-32. Impact Factor – 1.82.

Schwartz, M., Kahn-Horwitz, J., & Share, D. L. (2014). Orthographic learning and self-teaching in a bilingual and biliterate context.  Journal of Experimental Child Psychology, (117), 45-58. Impact Factor – 3.19.

Schwartz, M., Nir-Sagiv, B., Leikin, M., Levie, R., & Ravid, D. (2014). Acquisition of regular and irregular inflectional morphology in Hebrew (L2) among early sequential Russian-Hebrew speaking bilinguals. Heritage Language Journal, 11(2), 144-178.

Shaul, S. & Schwartz, M. (2014). The role of the executive functions in school readiness in preschool age children.  Reading and Writing, (27), 749-768. Impact Factor – 1.44.

2015

Dillon, A., Salazar, D. & Al Otaibi, R. (2015). Leading Learning; Co-teaching to enhance Arabic/ English biliteracy at kindergarten level.  Middle East and Africa Journal of Educational Research, (16).

Giæver, K., Lindboe, I. M., Tkachenko, E. (2015). Når naturen møter kulturen: Muligheter for læring. Lindboe, Inger Marie; Randen, Gunhild Tveit; Skrefsrud, Thor-Andre; Østberg, Sissel (Red.). Refleksjon og relevans – språklig og kulturelt mangfold i lærerutdanningene. Kapittel 5. Oplandske Bokforlag.

Pirchio, S., Taeschner, T., Colibaba, A. C., Gheorghiu, A, & Jursová Zacharová, Z. (2015). Family involvement in second language learning the Bilfam project.  Mourão, S. &Lourenço, M. (Ed.). Early years second language education : International perspectives on theory and practice (pp. 204-217). Abingdon: Routledge.

Schwartz, M., Minkov, M., Dieser, E., Protassova, E., Moin, V., Polinsky, M. (2015). Acquisition of Russian gender agreement by monolingual and bilingual children. International Journal of Bilingualism, 19(6) 726–752.

Schwartz, M. & Savyon-Rovner, H. (2015). The acquisition of definiteness in Hebrew (L2) among bilingual preschool children (Russian-L1): A longitudinal multiple-cases study.  International Journal of Bilingualism, 19(5), 548-571. Impact Factor – 0.76.

Tkachenko, E.; Giæver, K.; Bratland, K.; & Syed, B. F. (2015). Marginalisert eller synliggjort”? Flerspråklige barnehageansattes kompetanse og rolle.  Norsk pedagogisk tidsskrift . Vol. 3-4. https://www.idunn.no/file/pdf/66791541/marginalise…

2016

Palviainen, Å., Protassova, E., Mård-Miettinen, K., & Schwartz, M. (2016). Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism, 19 (6), 614-630, DOI: 10.1080/13670050.2016.1184615 Impact Factor – 1.34.

Schwartz, M., Taha, H., Assad, H., Khamaisi, F., & Eviatar, Z. (2016). The role of emergent bilingualism in the development of morphological awareness in Arabic and Hebrew.  Journal of Speech, Language, and Hearing Research, (59), 797-809. Impact Factor – 2.79.

Schwartz, M., & Gorbatt, N. (2016). “Why do we know Hebrew and they do not know Arabic?” Children’s meta-linguistic talk in bilingual preschool.  International Journal of Bilingual Education and Bilingualism, 19(6), 668-688. Impact Factor – 1.34.

Tkachenko, E.; Gor, K.; & Chernigovskaya, T. (2016). What are little girls and boys made of? Aquisition of Russian verb morphology in monolingual and bilingual children. Enger, Hans-Olav; Knoph, Monica I. Norvik; Kristoffersen, Kristian Emil; Lind, Marianne (Red.).  Helt fabelaktig! Festskrift til Hanne Gram Simonsen på 70-årsdagen. Chapter 15. s. 255-275. Novus Forlag.

2017

Eviatar, Z., Taha, H., Cohen, V., & Schwartz, M. (2017). Word learning by young sequential bilinguals: Fast mapping in Arabic and Hebrew. Applied Psycholinguistics, 39(3), 649-674. Impact Factor – 2.09.

Little, S. (2017). Whose heritage? What inheritance?: Conceptualising Family Language Identities’.  International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2017.1348463 (Gold Open Access)

Protassova, E., Mäki, M., & Rodina, N. (2017). Experimental study of the cases’ acquisition by the Finnish-Russian bilinguals in Finland.  Acta Linguistica Petropolitana. XIII(3), 774-788.

Schwartz, M.  (Ed.). (2017). A collection of articles on child multilingual and multi-literate development in Israel. Israel Studies in Language and Society.

Schwartz, M., & Gorbatt, N. (2017). “There is no need in translation: She understands”: Teachers’ mediation strategies in preschool bilingual classroom. Modern Language Journal, 101(1), 143-162. Impact Factor – 1.19.

Schwartz, M. & Gorbatt, N. (2017). Co-teaching in the bilingual Hebrew-Arabic speaking preschool in Israel as a model of the co-existence.  Teaching and Teacher Education, (38), 22-32. Impact Factor – 1.82.

2018

Dubiner, D., Deeb, I., & Schwartz, M. (2018). “We are creating a reality”:  Teacher agency in early bilingual education. Language, Culture and Curriculum, 31(3), 255-271. Impact Factor – 1.66.

Eviatar, Z., Taha. H., & Schwartz, M. (2018). Metalinguistic awareness and literacy among Semitic-bilingual Learners: A cross-language perspective.  Reading and Writing, 31(8), 1869-1891. Impact Factor – 1.44.

Kirsch, C.(2018). Dynamic interplay of language policy, beliefs and pedagogy in a nursery class in Luxembourg.  Language and Education 32(5), 444-461.

Korneev, A.& Protassova, E. (2018). Measuring bilingual literacy: challenges of writing in two languages. In M. Kopotev, O. Lyashevskaya, A. Mustajoki (Eds.) Quantitative Approaches to the Russian Language (pp. 177-196.). London: Routledge.

Schwartz, M. & Yagmut, K. (2018). Introduction to the Special Issue: Early language development and education: Teachers, parents and children as agents.  Language, Culture and Curriculum, 31(3), 215-219. Impact Factor – 1.66.

Schwartz, M., & Deeb, I. (2018). Toward a better understanding of the language conducive context: An ecological perspective on children’s progress in the second language in bilingual preschool. International Journal of Bilingual Education and Bilingualism.Impact Factor – 1.34.

Tkachenko, E.; & Arends, R.E.(2018). To be or not to be bilingual – for children with special needs?. Haugen, Torgeir; Skjerdingstad, Kjell Ivar (Red.).  Children and Young People, Aesthetics and Special Needs. An Interdisciplinary Approach. PART III (pp. 411-445). Vidarforlaget AS.

Xi Chen, B. & Schwartz, M. (2018). Morphological awareness and literacy in second language learners: a cross-language perspective. Reading and Writing, 31(8), 1685-1694. Impact Factor – 1.44.

2019

Protassova, E., Rodina, N. (2019). Metodika razvitija rechi dvujazychnyh doshkol’nikov [Methods of teaching Russian to bilingual children]  Moscow: Vlados.

Forthcoming

Schwartz, M., & Shaul, S. ((In press)). Towards a better understanding of the link between executive functions and pre-academic abilities. Written Language and Literacy.