Review of studies focused on bilingualism

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Review of studies focused on bilingualism

___

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.

Alshahrani, A. (2017). Effect of bilingualism on the development of cognitive processes among children. Arab World English Journal (AWEJ), 8 (4), 451-466.

Baker, C. (2001). Foundations of bilingual education and bilingualism, bilingual education and bilingualism (Baker, C. 3rd edition). Multilingual Matters Ltd. Clevedon, Buffalo, Toronto, Sydney, 134-162.

Barac, R. & Bialystok, E. (2016). Cognitive development of bilingual children. Language Teaching, 44 (01), 36 -54.

De Houwer, A. (2005). Early bilingual acquisition: focus on morphosyntax and the separate development hypothesis. Communication Department, Universiteit Antwerpen, Antwerpen, Belgium.

Flannelly, L. T., Flannelly, K. J. & Jankowski, K. R. B. (2014). Independent, dependent, and other variables in healthcare and chaplaincy research. ındependent, dependent, and other variables in healthcare and chaplaincy research. Journal of Health Care Chaplaincy, (20)4, 161-170.

Grundy, G. J. & Timmer, K. (2017). Bilingualism and working memory capacity: A comprehensive meta-analysis. Second Language Research, 33(3), 325-340.

Jasinska, K.K. & Petitto, L.A. (2013). How the age of bilingual exposure can change the neural systems for language in the developing brain: A functional near-infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Developmental Cognitive Neuroscience, 6, 87-101.

Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.

Moradi, H. (2014). An investigation through different types of bilinguals and bilingualism. International Journal of Humanities & Social Science Studies (IJHSSS). I (II), 107-112.

Özen, Y. & Gül, A. (2007). Population-sampling issue on social and educational research studies. [KKEFDI]OKKEF, 1, 394-422.

Reljić, G., Ferring, D. & Martin, R. (2016). A meta-analysis on the effectiveness of bilingual programs in Europe. Review of Educational Research Month, 201(XX, X), 1-.37.

Rolstad, K., Mahoney, K. S. & Glass, G. V. (2005). Weighing the evidence: a meta-analysis of bilingual education in Arizona. Bilingual Research Journal, 29(1), 43-p67.

Sebastian, R. Laird, A. & Kiran, S. (2011). Meta-analysis of the neural representation of first language and second language. Applied Psycholinguistics, 32(4), 799-819.

Yıldırım A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin, Ankara.

References of Data Collection

Abu-Rabia, S. & Siegel, L. S. (2002). Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 31, 661-678.

Abutalebi, J., Della Rosa, P.A., Gonzaga, A.K.C., Keim, R., Costa, A., Perani, D., (2013). The role of the left putamen in multilingual language production. Brain Lang., 125 (3), 307-315.

Adi-Japha, E., Berberich-Artzi, J. & Libnawi, A. (2010). Cognitive flexibility in drawings of bilingual children. Child Development 81, 1356-66.

Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., Rigo-Carratalà, E., & Adrover-Roig, D. (2014).

Asadollahpour, F., Baghban, K., Mirbalochzehi, P., Naderifar, E. & Tahmasebi, B. (2015). The performance of bilingual and monolingual children on working memory tasks. Iranian Rehabilitation Journal, 13 (3), 53-57.

Berguno, G. & M. Bowler, D. (2004). Communicative interactions, knowledge of a second language, and theory of mind in young children. The Journal of Genetic Psychology, 165(3), 293-309.

Bialystok, E. & Luk, G. (2012). Receptive vocabulary differences in monolingual and bilingual adults. Bilingualism, Language and Cognition, 15, 397-401.

Bialystok, E., Craik, F. & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, memory, and cognition, 34, 859.

Bialystok, E., Majumder, S. & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44

Blom, E., Kuntay, A.C., Messer, M., Verhagen, J. & Leseman, P. (2014). The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 128, 105-19.

Carlson, S.M. & Meltzoff, A.N.(2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282-298.

Colzato, L. S., Bajo, M. T., van den Wildenberg, W., Paolieri, D., Nieuwenhuis, S., La Heij, W. & Hommel, B. (2008). How does bilingualism improve executive control? A comparison of active and reactive inhibition mechanisms. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 302-312.

D’Angiulli, A., Siegel, L.S. & Serra, E. (2001). The development of reading in English and Italian in bilingual children. Appl. Psycholinguist, 22 (4), 479-507.

De Bleser, R., Dupont, P., Postler, J., Bormans, G., Speelman, D., Mortelmans, L. & Debrock, M. (2003). The organization of the bilingual lexicon: a PET study. Journal of Neurolinguistics, 16, 439-456

Demie, F. & Strand, S. (2006). English language acquisition and educational attainment at the end of secondary school. Educational Studies, 32, 215-231.

Demirdöven, G. H. & Okur, A. (2017). İki dilli Türkçe öğretmeni adaylarının iki dillilik olgusuna yönelik görüşleri (Duisburg/Essen Üniversitesi örneği). Ana Dili Eğitimi Dergisi, 5(4), 774-805.

Engel de Abreu, P.M. (2011). Working memory in multilingual children: Is there a bilingual effect? Memory, 19, 529-37.

Engel de Abreu, P.M.E., 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, 1364-71.

Filippi, R., Leech, R., Thomas, M.S., Green, D.W. & Dick. F. A. (2012). Bilingual advantage in controlling language interference during sentence comprehension. Bilingualism: Language and Cognition, (15), 858-872.

Filippi, R., Morris, J., Richardson, F. M., Bright, P., Thomas, M. S., Karmiloff-Smith, A., & Marian, V. (2015). Bilingual children show an advantage in controlling verbal interference during spoken language comprehension. Bilingualism: Language and Cognition, 18(3), 490-501.

Golestani, N., Alario, F., Meriaux, S., Le Bihan, D., Dehaene, S. & Pallier, C. (2006). Syntax production in bilinguals. Neuropsychologia, 44, 1029-1040.

Hsu, S.-J. L., Ip, Ka I. Arredondo, M. M., Tardif, T. & Kovelman, I. (2019). Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism, 22 (2), 207-223.

Hsu, S., Ip, K., Arredondo, M.M., Tardif, T.& Kovelman, I. (2016). Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary and phonological awareness for reading in English. International Journal Bilingual Education and Bilingualism, 1-17.

Ip, K. I., Hsu, L. S.-J., Arredondo, M. M., Tardif, T. & Kovelman, I. (2016). Brain bases of morphological processing in Chinese-English bilingual children. Developmental Science, 1-17.

Jalali‐Moghadam, N. & Kormi‐Nouri, R. (2015). The role of executive functions in bilingual children with reading difficulties. Scandinavian Journal of Psychology, 56(3), 297-305.

Jasińska, K.K. & Petitto, L.A. (2013). How age of bilingual exposure can change the neural systems for language in the developing brain: a functional near-infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children. Dev. Cogn. Neurosci., 6, 87-101.

Jasińska, K.K., Berens, M.S., Kovelma, I. & Petitto, L.A. (2017). Bilingualism yields language-specific plasticity in left hemisphere's circuitry for learning to read in young children. Neuropsychologia, 98 (2017) 34–45.

Kaushanskaya, M., Blumenfeld, H.K. & Marian, V. (2011). The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers. International Journal of Bilingualism, 15, 408-425.

Kaushanskaya, M., Gross. M. & Buac, M. (2014). Effects of classroom bilingualism on task-shifting, verbal memory, and word learning in children. Developmental Science, 17, 564-83.

Kemp, C. (2007). Strategic processing in grammar learning: Do multilingual use more strategies? International Journal of Bilingualism, 4, 241-261.

Keshavarz, M. H. & Astaneh, H. (2004). The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism, 7, 295-302.

Klein, D., Mok, K., Chen, J.-K. & Watkins, K. E. (2013). Age of language learning shapes brain structure: A cortical thickness study of bilingual and monolingual individuals. Brain & Language, 131, 20–24.

Kovelman, I., Salah-Ud-Din M., S. Beren, M. & Petitto, L.-A. (2015). “One glove does not fit all” in bilingual reading acquisition: Using the age of first bilingual language exposure to understand optimal contexts for reading success. Cogent Education, (2015), 2.

Kremin, L. V., Arredondo, M. M., Hsu, L. S.-J., Satterfield, T. & Kovelman, I. (2016). The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 22 (2), 192-206.

Kuhl, P. K., Stevens, J., Corrigan, N. M., van den Bosch, J. J.F., Deniz Can, D. & Richards, T. (2016). Neuroimaging of the bilingual brain: Structural brain correlates of listening and speaking in a second language. Brain & Language, 162, 1–9.

Leikin, M. & Tovli, E.(2014). Bilingualism and creativity in early childhood. Creativity Research Journal, 26: 411-17.

Luk, G.& Bialystok, E. (2013). Bilingualism is not a categorical variable: Interaction between language proficiency and usage. Journal of Cognitive Psychology, 25, 605-21.

Macnamara, B. N. & Conway, A. R. (2014). Novel evidence in support of the bilingual advantage: Influences of task demands and experience on cognitive control and working memory. Psychonomic Bulletin & Review, 21(2), 520-525.

Meschyan, G. & Hernandez, A. E.(2005). Impact of language proficiency and orthographic transparency on bilingual word reading: An fMRI investigation. NeuroImage, 29, 1135 - 1140.

Morales, J., Calvo, A. & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114, 187-202.

Nguyen, T.K. & Astington, J.W. (2014). Reassessing the bilingual advantage in the theory of mind and its cognitive underpinnings. Bilingualism: Language and Cognition, 17, 396-409.

Oller, D. K., Pearson, B. Z. & Cobo-Lewis, A. B. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28, 191-230.

Paap, K. R. & Sawi, O. (2014). Bilingual advantages in executive functioning: problems in convergent validity, discriminant validity, and the identification of the theoretical constructs. Front. Psychol., 09 September 2014 | https://doi.org/10.3389/fpsyg.2014.00962.

Patrick Proctor, C., August, D., Snow, C. & Barr, C. D. (2010). The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension. Bilingual Research Journal, 33 (1), 5-20.

Petitto, L. A. (2001). Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition. J. Child Lang., 28, 453-496.

Pons F, Bosch, L. & Lewkowicz, D.J. (2015). Bilingualism modulates infants’ selective attention to the mouth of a talking face. Psychological Science, 26, 490-98.

Ransdell, S., Barbier, M. & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9, 728-741.

Ratiu, I. & Azuma, T. (2015). Working memory capacity: Is there a bilingual advantage? Journal of Cognitive Psychology, 27: 1-11.

Rohani Abdullah, F., Mansor, M., Redzuan, M., Gazanizadand N.& Kumar, V. (2010).

Ru-Whui Lee, R., Hsu, C.-H., Lin, S.-K., Wu, D. H. & Tzeng, O. J.-L. (2017). Learning transforms functional organization for Mandarin lexical tone discrimination in the brain: Evidence from a MEG experiment on second language learning. Journal of Neurolinguistics 42, 124-139.

Sasisekaran, J. & Weisberg, S. (2013). The effects of cognitive: Linguistic variables and language experience on behavioral and kinematic performances in nonword learning. Journal of Psycholinguistic Research, 42, 175-90.

Sheng, L.(2014). Lexical-semantic skills in bilingual children who are becoming English-dominant: A longitudinal study. Bilingualism: Language and Cognition, 17 (3), 556-571.

Smithson, L. & Nicoladis E. (2013). Verbal memory resources predict iconic gesture use among monolinguals and bilinguals. Bilingualism: Language and Cognition, 16, 934-44.

Soliman, A.M. (2014). Bilingual advantages of working memory revisited: A latent variable examination. Learning and Individual Differences, 32,168-77.

Şen, Ü.(2016). The problem of teacher education in teaching Turkish to bilingual Turkish children and an evaluation of the current situation in universities, Ana Dili Eğitimi Dergisi, 4(4), 518-529.

Timmer, K., Ganushchak, L.Y., Ceusters, I. & Schiller, N.O. (2014). Second language phonology influences first language word naming. Brain and Language, 133, 14-25.

Wu, Y.J. & Thierry, G. (2010). Chinese–English bilinguals reading English hear Chinese. The Journal of Neuroscience, 30, 7646-51.

Yang, H., Yang, S., Ceci, S. & Wang, Q. (2005). Effects of bilinguals' controlled attention on working memory and recognition. In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.). Proceedings of the 4th international symposium on bilingualism, Somerville, MA: Cascadilla Press.

Zinszer, B. D., Chen, P., Wu, H., Shu, H. & Li, P. (2015). Second language experience modulates neural specialization for first language lexical tones. Journal of Neurolinguistics, 33, 50-66.