Trilingual Language Acquisition
Contextual factors influencing active trilingualism in early childhood
| University of Zurich
This book examines the language development of two children from the ages of two till four, who are growing up exposed to English, Swiss German and French. Its aim is to ascertain the importance of different environmental factors in fostering active trilingualism. These factors include the quantity of input for each language, whether or not the societal language is spoken in the home, and the conversational style of the caregivers. Although increasing numbers of children are being raised trilingually, research in this field is scarce; this study thus makes an important contribution to our knowledge of trilingual language acquisition. A special point of interest lies in a comparison of the acquisition of two minority languages by a single child, since this allows us to pinpoint more precisely how the development of non-societal languages can be influenced. This book will be of considerable interest to researchers and students working on multilingualism and language acquisition alike.
[Trends in Language Acquisition Research, 16] 2015. x, 225 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Acknowledgements
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ix–x
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1. Introduction
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1–8
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2. Bilingual Language Acquisition Research: A Review of the Literature
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9–34
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3. Trilingual Language Acquisition Studies
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35–74
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4. A Study of Trilingual Language Acquisition in Context: Methodology
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75–94
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5. The Children's Language Production
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95–136
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6. "He spends a lot of time with his grandmother": Contextual Factors
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137–156
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7. "What does Shelly say?": Focus on Caregiver Discourse Styles
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157–194
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8. Active Trilingualism in Early Childhood: Contextual Explanations
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195–204
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Appendices
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205–216
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References
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217–222
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Index
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223–225
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“This excellent study on Trilingual First Language Acquisition is a milestone in the field. The author’s contribution to the field lies both in her study’s carefully collected novel empirical data and in her thoughtful and comprehensive analyses.”
Annick De Houwer, University of Erfurt
Cited by
Cited by other publications
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2019.
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► pp. 156 ff. 
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2017. Comparison as a fruitful way forward.
Linguistic Approaches to Bilingualism 7:6 ► pp. 668 ff.
De Houwer, Annick
2018.
In Bilingual Cognition and Language [Studies in Bilingualism, 54],
► pp. 127 ff.
Annick De Houwer & Lourdes Ortega
2018.
In The Cambridge Handbook of Bilingualism,
Madrazo, Arnel R. & Allan B. I. Bernardo
2018. Measuring Two Types of Inhibitory Control in Bilinguals and Trilinguals: Is There a Trilingual Advantage?.
Psychological Studies 63:1 ► pp. 52 ff.
Meisel, Jürgen
2019.
In Bilingual Children,
Pittman, Iulia
2019.
In International Research on Multilingualism: Breaking with the Monolingual Perspective [Multilingual Education, 35],
► pp. 125 ff.
Poeste, Meike, Natascha Müller & Laia Arnaus Gil
2019. Code-mixing and language dominance: bilingual, trilingual and multilingual children compared.
International Journal of Multilingualism 16:4 ► pp. 459 ff.
This list is based on CrossRef data as of 27 december 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.
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Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number: 2015026585