Page 240 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
P. 240

240 References \[Ministry for Primary and Secondary Education and Media\] Minister voor Basis- en Voortgezet Onderwijs en Media (2018). Eerste Regeling bekostiging personeel PO 2018–2019 en vaststelling bedragen voor ondersteuning van leerlingen in het PO en VO 2018–2019. Retrieved from Montie, J. E., Xiang, Z., & Schweinhart, L. J. (2006). Preschool experience in 10 countries: Cognitive and language performance at age 7. Early Childhood Research Quarterly, 21, 313–331. Montrul, S. A. (2008). Incomplete acquisition in bilingualism. Amsterdam, the Netherlands: John Benjamins. Muñoz, C. (2008). Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 29, 578–596. Muñoz, M. L., Gillam, R. B., Peña, E. D., & Gulley-Faehnle, A. G. (2003). Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools, 34, 332–342. Nakamura, K. (2009). Language and affect. Japanese Children’s use of evaluative expressions in narratives. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & Ş. Özçalişkan, (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 225–240). New York, NJ: Psychology Press. \[National Institute for Curriculum Development in the Netherlands\] Stichting Leerplan Ontwikkeling (2013). Retrieved from in 2013 (this website can still be found via NICHD Early Child Care Research Network (2002a). Early child care and children’s development prior to school entry: Results from the NICHD study of early child care. American Educational Research Journal, 39, 133–164. NICHD Early Child Care Research Network (2002b). The relation of global first grade classroom environment to structural classroom features, teacher, and student behaviors. The Elementary School Journal, 102, 367–387. NICHD Early Child Care Research Network (2004). Does class size in first grade relate to children’s academic and social performance or observed classroom processes? Developmental Psychology, 40, 651–664. 1649.40.5.651 

   238   239   240   241   242