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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorUnsworth, S.
dc.contributor.advisorVerhagen, J.
dc.contributor.authorBurgers, L.C.
dc.date.accessioned2014-09-04T17:01:18Z
dc.date.available2014-09-04T17:01:18Z
dc.date.issued2014
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/18038
dc.description.abstractThis study investigates the effects of non-native input on bilingual preschoolers’ Dutch language proficiency, as well as how these children compare to their monolingual peers. Children were tested on their general Dutch language proficiency and on their use of definite and indefinite articles. No differences were found between the monolingual and the bilingual group on either of the outcomes. The bilingual children’s scores were best explained by child-internal and family-related factors. These findings suggest that the role of non-native input in bilingual preschoolers’ Dutch language development is limited. Some reasons why no direct effects of non-native input were found in this study may have been that the sample size was small and that qualitative (non-native input) factors often have quantitative aspects in them, which makes it difficult to find an effect for such factors after quantitative factors have already been taken into account.
dc.description.sponsorshipUtrecht University
dc.format.extent1486730
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.titleEffects of non-native input on bilingual preschoolers' Dutch language proficiency
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordsbilingualism, quality of input, non-native input, child development, linguistic proficiency
dc.subject.courseuuLinguistics: the Study of the Language Faculty


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