This study investigated the psycholinguistic and child-related variables that modulate vocabulary development and the so-called receptive-expressive gap in child L2 learners of Gaelic with English as their L1. In total, 50 6- to 8-year-old English-Gaelic bilingual children attending Gaelic-medium immersion education were administered the English…

Compares English acquisition of German students in English immersion (IM), non-immersion, and non-IM groups from the same school as the IM groups. Examines whether English vocabulary learning occurs incidentally while students are learning history or geography taught in English and whether learning abilities activated in the IM classroom are the…

Investigates the relationship between language aptitude components and second language (L2) outcomes among learners whose intensive L2 exposure began at different ages. Findings reveal that in adolescence immersion, a positive relationship occurs between L2 outcomes and an analytical dimension of language aptitude, whereas in early immersion, a…