References

• 2012Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens819 cited
• 2006Scaffolding Instruction for English Language Learners: A Conceptual Framework607 cited
• 2016Bilingual education for young children: review of the effects and consequences328 cited
• 2016Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs323 cited
• 2010Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.256 cited
• 2016Translanguaging in mainstream education: a sociocultural approach204 cited
• 2018Family language policy between the bilingual advantage and the monolingual mindset187 cited
• 2010Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders131 cited
• 2010Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences?88 cited
• 2020A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement62 cited
• 2019Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program52 cited
• 2020The impact of second- and third-language learning on language aptitude and working memory44 cited
• 2019Willingness to Communicate: A Predictor of Pushing Vocabulary Knowledge from Receptive to Productive