Input and Experience in Bilingual Development
Editors
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 | pp. vii–x
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Introduction to “Input and experience in bilingual development”Johanne Paradis and Theres Grüter | pp. 1–14
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Language exposure and online processing efficiency in bilingual development: Relative versus absolute measuresTheres Grüter, Nereyda Hurtado, Virginia A. Marchman and Anne Fernald | pp. 15–36
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The absolute frequency of maternal input to bilingual and monolingual children: A first comparisonAnnick De Houwer | pp. 37–58
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Language input and language learning: An interactional perspectiveLara J. Pierce and Fred Genesee | pp. 59–76
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Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgroundsSharon Armon-Lotem, Susan Joffe, Hadar Abutbul-Oz, Carmit Altman and Joel Walters | pp. 77–98
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Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenanceBarbara Zurer Pearson and Luiz Amaral | pp. 99–117
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Properties of dual language input that shape bilingual development and properties of environments that shape dual language inputErika Hoff, Stephanie Welsh, Silvia Place and Krystal M. Ribot | pp. 119–140
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The typical development of simultaneous bilinguals: Vocabulary, morphosyntax and language processing in two age groups of Montreal preschoolersElin Thordardottir | pp. 141–160
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French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisitionJohanne Paradis, Antoine Tremblay and Martha Crago | pp. 161–180
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Comparing the role of input in bilingual acquisition across domainsSharon Unsworth | pp. 181–201
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Index | pp. 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
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Subjects & Metadata
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General