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Review of studies focused on bilingualism

Year 2019, Volume: 15 Issue: 3, 1045 - 1068, 01.10.2019
https://doi.org/10.17263/jlls.631548

Abstract



























































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Review of studies focused on bilingualism



The purpose of this study is to determine the purpose, scope, research model, data collection tool, data analysis method and sample size of the studies on bilingualism. According to the general selection model, the documents collected were analyzed by content analysis techniques. In the first step, in order to determine the focus and scope, the objectives of the sample studies were examined based on the content analysis. In the second step; research model, data collection tools, data analysis methods, and the number of participants of the studies were examined. Thus, the scope of the studies was determined. For this purpose; research models, data collection tools, data analysis methods and the number of participants were examined. Based on the conclusions of this part, it was determined that the experimental and descriptive models were frequently used in the sample the studies.



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Author 1



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(Last name, First name)



 Sönmez, Hülya



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address



 hulya.sonmez@alparslan.edu.tr



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address



 



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References

  • 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.
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Year 2019, Volume: 15 Issue: 3, 1045 - 1068, 01.10.2019
https://doi.org/10.17263/jlls.631548

Abstract

References

  • 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.
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Details

Primary Language English
Journal Section Research Article
Authors

Hülya Sönmez

Publication Date October 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 3

Cite

APA Sönmez, H. (2019). Review of studies focused on bilingualism. Journal of Language and Linguistic Studies, 15(3), 1045-1068. https://doi.org/10.17263/jlls.631548
AMA Sönmez H. Review of studies focused on bilingualism. Journal of Language and Linguistic Studies. October 2019;15(3):1045-1068. doi:10.17263/jlls.631548
Chicago Sönmez, Hülya. “Review of Studies Focused on Bilingualism”. Journal of Language and Linguistic Studies 15, no. 3 (October 2019): 1045-68. https://doi.org/10.17263/jlls.631548.
EndNote Sönmez H (October 1, 2019) Review of studies focused on bilingualism. Journal of Language and Linguistic Studies 15 3 1045–1068.
IEEE H. Sönmez, “Review of studies focused on bilingualism”, Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 1045–1068, 2019, doi: 10.17263/jlls.631548.
ISNAD Sönmez, Hülya. “Review of Studies Focused on Bilingualism”. Journal of Language and Linguistic Studies 15/3 (October 2019), 1045-1068. https://doi.org/10.17263/jlls.631548.
JAMA Sönmez H. Review of studies focused on bilingualism. Journal of Language and Linguistic Studies. 2019;15:1045–1068.
MLA Sönmez, Hülya. “Review of Studies Focused on Bilingualism”. Journal of Language and Linguistic Studies, vol. 15, no. 3, 2019, pp. 1045-68, doi:10.17263/jlls.631548.
Vancouver Sönmez H. Review of studies focused on bilingualism. Journal of Language and Linguistic Studies. 2019;15(3):1045-68.