The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
Year: 2016
Type: article
Study design: Observational Study
Source: Language Learning
DOI: 10.1111/lang.12160
Institutions: American Institutes for Research, University of Virginia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2544984055