Input and Experience in Bilingual Development
Editors
| University of Hawai'i at Manoa
| University of Alberta
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
© John Benjamins Publishing Company
Table of Contents
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List of contributors
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vii–x
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1–14
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15–36
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37–58
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59–76
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77–98
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99–117
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119–140
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141–160
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161–180
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181–201
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Index
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203–204
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“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
Cited by
Cited by other publications
ABUTALEBI, JUBIN & HARALD CLAHSEN
2017. Bilingual language acquisition: The role of input and experience.
Bilingualism: Language and Cognition 20:1 ► pp. 1 ff. 
Castilla-Earls, Anny, David Francis, Aquiles Iglesias & Kevin Davidson
2019. The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners.
Journal of Speech, Language, and Hearing Research 62:6 ► pp. 1739 ff.
Chondrogianni, Vasiliki & Nada Vasić
2016. Cross-linguistic aspects in child L2 acquisition.
International Journal of Bilingualism 20:4 ► pp. 361 ff.
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.
De Houwer, Annick
2018.
In Bilingual Cognition and Language [Studies in Bilingualism, 54],
► pp. 127 ff.
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.
Annick De Houwer & Lourdes Ortega
2018.
In The Cambridge Handbook of Bilingualism,
Duncan, Tamara Sorenson & Johanne Paradis
2016. English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology.
Journal of Speech, Language, and Hearing Research 59:1 ► pp. 39 ff.
Eisenwort, Brigitte, Anna Felnhofer & Claudia Klier
2018. Mehrsprachiges Aufwachsen und Sprachentwicklungsstörungen. Eine Übersichtsarbeit.
Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie 46:6 ► pp. 488 ff.
FLORES, CRISTINA, ANA LÚCIA SANTOS, ALICE JESUS & RUI MARQUES
2017. Age and input effects in the acquisition of mood in Heritage Portuguese.
Journal of Child Language 44:4 ► pp. 795 ff.
Haznedar, Belma & F. Nihan Ketrez
2016.
In The Acquisition of Turkish in Childhood [Trends in Language Acquisition Research, 20],
► pp. 1 ff.
Müller, Nicole, Sarah-Ann Muckley & Stanislava Antonijevic-Elliott
2019. Where phonology meets morphology in the context of rapid language change and universal bilingualism: Irish initial mutations in child language.
Clinical Linguistics & Phonetics 33:1-2 ► pp. 3 ff.
Ortega, Lourdes
2019. The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective.
Language Learning
PARADIS, JOHANNE
2017. Parent report data on input and experience reliably predict bilingual development and this is not trivial.
Bilingualism: Language and Cognition 20:1 ► pp. 27 ff.
Paradis, Johanne & Krithika Govindarajan
2018.
In Bilingual Cognition and Language [Studies in Bilingualism, 54],
► pp. 347 ff.
PARADIS, JOHANNE, RUITING JIA & ANTTI ARPPE
2017. The acquisition of tense morphology over time by English second language children with specific language impairment: Testing the cumulative effects hypothesis.
Applied Psycholinguistics 38:4 ► pp. 881 ff.
PLACE, SILVIA & ERIKA HOFF
2016. Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds.
Bilingualism: Language and Cognition 19:5 ► pp. 1023 ff.
Tyler, Andrea E. & Lourdes Ortega
2018.
In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49],
► pp. 3 ff.
Unsworth, Sharon, Susanne Brouwer, Elise de Bree & Josje Verhagen
2019. Predicting bilingual preschoolers’ patterns of language development: Degree of non-native input matters.
Applied Psycholinguistics 40:05 ► pp. 1189 ff.
This list is based on CrossRef data as of 20 november 2019. 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.
Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number: 2014026462