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
Published online on 26 September 2014

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

Table of Contents

List of contributors | pp. vii–x

Introduction to “Input and experience in bilingual development”

Johanne Paradis and Theres Grüter | pp. 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 | pp. 15–36

The absolute frequency of maternal input to bilingual and monolingual children: A first comparison

Annick De Houwer | pp. 37–58

Language input and language learning: An interactional perspective

Lara J. Pierce and Fred Genesee | pp. 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 | pp. 77–98

Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenance

Barbara Zurer Pearson and Luiz Amaral | pp. 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 | pp. 119–140

The typical development of simultaneous bilinguals: Vocabulary, morphosyntax and language processing in two age groups of Montreal preschoolers

Elin Thordardottir | pp. 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 | pp. 161–180

Comparing the role of input in bilingual acquisition across domains

Sharon Unsworth | pp. 181–201

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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[no author supplied]

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This list is based on CrossRef data as of 28 september 2024. 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.

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