Input and Experience in Bilingual Development

Editors
| University of Hawai'i at Manoa
| University of Alberta
HardboundAvailable
ISBN 9789027244024 | EUR 90.00 | USD 135.00
 
PaperbackAvailable
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
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.”
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2016. Cross-linguistic aspects in child L2 acquisition. International Journal of Bilingualism 20:4  pp. 361 ff. Crossref logo
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. Crossref logo
De Houwer, Annick
2018.  In Bilingual Cognition and Language [Studies in Bilingualism, 54],  pp. 127 ff. Crossref logo
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. Crossref logo
Annick De Houwer & Lourdes Ortega
2018.  In The Cambridge Handbook of Bilingualism, Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Haznedar, Belma & F. Nihan Ketrez
2016.  In The Acquisition of Turkish in Childhood [Trends in Language Acquisition Research, 20],  pp. 1 ff. Crossref logo
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. Crossref logo
Ortega, Lourdes
2019. The Study of Heritage Language Development From a Bilingualism and Social Justice Perspective. Language Learning Crossref logo
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. Crossref logo
Paradis, Johanne & Krithika Govindarajan
2018.  In Bilingual Cognition and Language [Studies in Bilingualism, 54],  pp. 347 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Tyler, Andrea E. & Lourdes Ortega
2018.  In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49],  pp. 3 ff. Crossref logo
Unsworth, Sharon, Susanne Brouwer, Elise de Bree & Josje Verhagen
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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