<div dir="ltr">Good luck. Barbara Pearson's number of 20 or 25 percent input is often cited as necessary to be bilingual, but she only claimed that children with less input than that were reluctant to use the language--not that they didn't know anything. We find that children with only 20 percent input do start to learn vocabulary, but continuing progress may not be sustainable--nobody really knows. Just to make life difficult, I would add that if you are classifying the children you should do it on what they know--bilingual or trilingual input does not guarantee bilingual or trilingual development.<div>
<br></div><div>Erika Hoff</div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Wed, Sep 25, 2013 at 8:27 AM, Leher Singh <span dir="ltr"><<a href="mailto:leher.singh@gmail.com" target="_blank">leher.singh@gmail.com</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="ltr">Dear all, <div><br></div><div>I am trying to differentiate participants in terms of being bilingual with some 3rd language exposure and trilingualism. Unfortunately, the data I have are confined to percent breakdown of exposure to each language. Could anyone point me to references as to what kind of language input a child would have to have to each language at a minimum to be considered trilingual? Suggestions or criteria currently adopted by others would be appreciated!</div>

<div><br></div><div>Best wishes,</div><div>Leher<span class="HOEnZb"><font color="#888888"><br></font></span></div><span class="HOEnZb"><font color="#888888"><div><br></div></font></span></div><span class="HOEnZb"><font color="#888888">

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</font></span></blockquote></div><br><br clear="all"><div><br></div>-- <br><div>Erika Hoff, Professor</div>
<div>Department of Psychology</div>
<div>Florida Atlantic University</div>
<div>3200 College Ave.</div>
<div>Davie, FL 33314</div>
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