Input and Experience in Bilingual Development

Editors

Theres Grüter

| University of Hawai'i at Manoa

Johanne Paradis

| University of Alberta

Hardbound – Available

ISBN 9789027244024 | EUR 90.00 | USD 135.00

Paperback – Available

ISBN 9789027244062 | EUR 33.00 | USD 49.95

e-Book –

ISBN 9789027269454 | EUR 90.00 | USD 135.00

Children acquiring two languages, either simultaneously or sequentially, have more variation in their linguistic input than their monolingual peers. Understanding the nature and consequences of this variability has been the focus of much recent research on childhood bilingualism. This volume constitutes the first collection of research solely dedicated to the topic of input in childhood bilingualism. Chapters represent a range of theoretical and methodological approaches to the study of childhood bilingualism, covering a variety of language combinations and sociocultural contexts in Europe, Israel, North and South America. As a reflection of the field’s current understanding of the intricate relationship between experience and development in children growing up with two or more languages, this volume will be of interest to scholars and practitioners working with bi- and multilingual learners in various sociolinguistic and educational contexts.

[Trends in Language Acquisition Research, 13] 2014. ix, 204 pp.

Publishing status: Available

https://doi.org/10.1075/tilar.13

Table of Contents

List of contributors	vii–x
Introduction to “Input and experience in bilingual development” Johanne Paradis and Theres Grüter	1–14
Language exposure and online processing efficiency in bilingual development: Relative versus absolute measures Theres Grüter, Nereyda Hurtado, Virginia A. Marchman and Anne Fernald	15–36
The absolute frequency of maternal input to bilingual and monolingual children: A first comparison Annick De Houwer	37–58
Language input and language learning: An interactional perspective Lara J. Pierce and Fred Genesee	59–76
Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds Sharon Armon-Lotem, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman and Joel Walters	77–98
Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenance Barbara Zurer Pearson and Luiz Amaral	99–117
Properties of dual language input that shape bilingual development and properties of environments that shape dual language input Erika Hoff, Stephanie Welsh, Silvia Place and Krystal M. Ribot	119–140
The typical development of simultaneous bilinguals: Vocabulary, morphosyntax and language processing in two age groups of Montreal preschoolers Elin Thordardottir	141–160
French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition Johanne Paradis, Antoine Tremblay and Martha Crago	161–180
Comparing the role of input in bilingual acquisition across domains Sharon Unsworth	181–201
Index	203–204

“Overall, the chapters of Input and Experience in Bilingual Development cohere and complement each other quite nicely. Although the chapters do not all follow the same template, they each contribute different insights relevant to the theme. The major strength of the volume is its critical look at the measures traditionally used to study input and experience, on the one hand, and bilingual development on the other hand.”

Kate Riestenberg, Georgetown University, on Linguist List 27.676, 2016

Subjects

Linguistics

Bilingualism

Language acquisition

Psycholinguistics

Theoretical linguistics

BIC Subject: CFDM – Bilingualism & multilingualism

BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General

U.S. Library of Congress Control Number: 2014026462

Cited by

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2016. Cross-linguistic aspects in child L2 acquisition. International Journal of Bilingualism 20:4 ► pp. 361 ff. https://doi.org/10.1177/1367006915609238

Christ, Tanya, X. Christine Wang & Ersoy Erdemir

2018. Young children’s buddy reading with multimodal app books: reading patterns and characteristics of readers, texts, and contexts. Early Child Development and Care 188:8 ► pp. 1012 ff. https://doi.org/10.1080/03004430.2016.1241776

De Houwer, Annick

2018. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 127 ff. https://doi.org/10.1075/sibil.54.07hou

De Houwer, Annick & Marc H. Bornstein

2016. Bilingual mothers’ language choice in child-directed speech: continuity and change. Journal of Multilingual and Multicultural Development 37:7 ► pp. 680 ff. https://doi.org/10.1080/01434632.2015.1127929

Haznedar, Belma & F. Nihan Ketrez

2016. In The Acquisition of Turkish in Childhood [Trends in Language Acquisition Research, 20], ► pp. 1 ff. https://doi.org/10.1075/tilar.20.01haz

Paradis, Johanne & Krithika Govindarajan

2018. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 347 ff. https://doi.org/10.1075/sibil.54.16par

Tyler, Andrea E. & Lourdes Ortega

2018. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 3 ff. https://doi.org/10.1075/lllt.49.01tyl

This list is based on CrossRef data as of 10 july 2018. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.