@article{EdeleKempertSchotte2018,
  author    = {Edele, Aileen and Kempert, Sebastian Benjamin and Schotte, Kristin},
  title     = {Does competent bilingualism entail advantages for the third language learning of immigrant students?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {58},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2018.07.002},
  pages     = {232 -- 244},
  year      = {2018},
  abstract  = {This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence - and not L1 competence - explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction.},
  language  = {en}
}
@article{MaluchKempert2019,
  author    = {Maluch, Jessica Tsimprea and Kempert, Sebastian Benjamin},
  title     = {Bilingual profiles and third language learning: the effects of the manner of learning, sequence of bilingual acquisition, and language use practices},
  series = {International Journal of Bilingual Education and Bilingualism},
  volume    = {22},
  journal   = {International Journal of Bilingual Education and Bilingualism},
  number    = {7},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1367-0050},
  doi       = {10.1080/13670050.2017.1322036},
  pages     = {870 -- 882},
  year      = {2019},
  abstract  = {This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we examined if certain aspects of bilingualism present an advantageous condition for learning English as a foreign language in bilingual language minority students. Controlling for socio-economic status, indicators of cultural capital, and gender, the regression analyses revealed higher L3 listening and reading outcomes for bilinguals who received formal instruction in their minority language, had acquired both languages in their first three years, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The discussion focuses on the importance for bilingual children in immigrant communities to have high proficiencies in both majority and minority languages in order to develop advantages in foreign language learning.},
  language  = {en}
}
@article{TobinNamFowler2017,
  author    = {Tobin, Stephen J. and Nam, Hosung and Fowler, Carol A.},
  title     = {Phonetic drift in Spanish-English bilinguals: Experiment and a self-organizing model},
  series = {Journal of phonetics},
  volume    = {65},
  journal   = {Journal of phonetics},
  publisher = {Elsevier},
  address   = {London},
  issn      = {0095-4470},
  doi       = {10.1016/j.wocn.2017.05.006},
  pages     = {45 -- 59},
  year      = {2017},
  abstract  = {Studies of speech accommodation provide evidence for change in use of language structures beyond the critical/sensitive period. For example, Sancier and Fowler (1997) found changes in the voice-onset-times (VOTs) of both languages of a Portuguese-English bilingual as a function of her language context. Though accommodation has been studied widely within a monolingual context, it has received less attention in and between the languages of bilinguals. We tested whether these findings of phonetic accommodation, speech accommodation at the phonetic level, would generalize to a sample of Spanish-English bilinguals. We recorded participants reading Spanish and English sentences after 3-4 months in the US and after 2-4 weeks in a Spanish speaking country and measured the VOTs of their voiceless plosives. Our statistical analyses show that participants' English VOTs drifted towards those of the ambient language, but their Spanish VOTs did not. We found considerable variation in the extent of individual participants' drift in English. Further analysis of our results suggested that native-likeness of L2 VOTs and extent of active language use predict the extent of drift. We provide a model based on principles of self-organizing dynamical systems to account for our Spanish-English phonetic drift findings and the Portuguese-English findings.},
  language  = {en}
}
@article{FrankTrompenaarsVasishth2016,
  author    = {Frank, Stefan L. and Trompenaars, Thijs and Vasishth, Shravan},
  title     = {Cross-Linguistic Differences in Processing Double-Embedded Relative Clauses: Working-Memory Constraints or Language Statistics?},
  series = {Cognitive science : a multidisciplinary journal of anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, psychology ; journal of the Cognitive Science Society},
  volume    = {40},
  journal   = {Cognitive science : a multidisciplinary journal of anthropology, artificial intelligence, education, linguistics, neuroscience, philosophy, psychology ; journal of the Cognitive Science Society},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0364-0213},
  doi       = {10.1111/cogs.12247},
  pages     = {554 -- 578},
  year      = {2016},
  abstract  = {An English double-embedded relative clause from which the middle verb is omitted can often be processed more easily than its grammatical counterpart, a phenomenon known as the grammaticality illusion. This effect has been found to be reversed in German, suggesting that the illusion is language specific rather than a consequence of universal working memory constraints. We present results from three self-paced reading experiments which show that Dutch native speakers also do not show the grammaticality illusion in Dutch, whereas both German and Dutch native speakers do show the illusion when reading English sentences. These findings provide evidence against working memory constraints as an explanation for the observed effect in English. We propose an alternative account based on the statistical patterns of the languages involved. In support of this alternative, a single recurrent neural network model that is trained on both Dutch and English sentences is shown to predict the cross-linguistic difference in the grammaticality effect.},
  language  = {en}
}
@article{ClahsenRothweilerSterneretal.2014,
  author    = {Clahsen, Harald and Rothweiler, Monika and Sterner, Franziska and Chilla, Solveig},
  title     = {Linguistic markers of specific language impairment in bilingual children: the case of verb morphology},
  series = {Clinical linguistics \& phonetics},
  volume    = {28},
  journal   = {Clinical linguistics \& phonetics},
  number    = {9},
  publisher = {Taylor \& Francis Group},
  address   = {London},
  issn      = {0269-9206},
  doi       = {10.3109/02699206.2014.886726},
  pages     = {709 -- 721},
  year      = {2014},
  language  = {en}
}