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In this paper, we develop an empirical strategy based on the treatment evaluation model to show (i) that sunk entry costs exist for French firms and (ii) that firms' productivity significantly affects their level of sunk costs. Given our empirical results, we extend the basic Melitz [2003] model by considering heterogeneous sunk costs of entry into the export market. Our theoretical model highlights the role of heterogeneity in the sunk cost structure and the links between productivity and sunk entry costs. We point out that the Melitz model with homogeneous entry costs may mispredict the self-selection of firms in the export market. Dans cet article, nous développons une stratégie empirique basée sur les modèles d'évaluation, nous permettant de montrer (i) qu'il existe un coût fixe d'entrée à l'exportation pour les entreprises françaises et (ii) que le niveau de ce coût est affecté de façon significative par la productivité de l'entreprise. Avec ces résultats empiriques, nous généralisons le modèle de Melitz [2003] en considérant que les coûts d'entrée auxquels les entreprises font face sur le marché de l'exportation sont hétérogènes. Notre modèle théorique met en lumière le rôle de cette hétérogénéité et son lien avec la productivité des entreprises. En particulier, nous montrons l'importance de la prise en compte de ces coûts fixes hétérogènes afin de mieux évaluer le mécanisme d'auto-sélection des entreprises sur le marché de l'exportation. [ABSTRACT FROM AUTHOR]

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological awareness, cognate awareness, and vocabulary knowledge from Grades 1 to 3. Hierarchical linear modeling was used to investigate linear trends in English and French vocabulary growth for minority and majority language children and to identify metalinguistic contributions to Grade 1 and Grade 3 English and French vocabulary performance and rate of growth. Results demonstrated a similar pattern of prediction for both groups of children. English and French morphological awareness and French-English cognate awareness significantly predicted concurrent and longitudinal vocabulary development after controlling for nonverbal reasoning, phonological awareness, and word identification. The contributions of morphological awareness to English vocabulary and cognate awareness to French vocabulary strengthened between Grades 1 and 2. These findings highlight the emerging importance of morphological and cognate awareness in children's vocabulary development and suggest that these metalinguistic factors can serve to broaden the vocabulary repertoire of children who enter school with limited language proficiency. [ABSTRACT FROM AUTHOR]