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.”
Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2014026462
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De Houwer, Annick
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Haznedar, Belma & F. Nihan Ketrez
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Paradis, Johanne & Krithika Govindarajan
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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

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