Starting Over – The Language Development in Internationally-Adopted Children
Fred Genesee | McGill University
Audrey Delcenserie | University of Montreal
Internationally-adopted children are a unique population of language learners. They discontinue acquisition of their birth language when they are adopted by families that speak other languages. Their unique language learning history raises important practical, clinical and theoretical issues. Practically speaking: what is the typical language learning trajectory of these children after adoption and what factors affect their language learning: age at adoption, country of origin, quality and nature of the pre-adoption learning environment, and others. They also raise important theoretical questions: How resilient is their socio-emotional, cognitive and language development following adoption? Does their language development resemble that of first or second language learners, or something else? Do they experience total attrition of their birth language? Are there neuro-cognitive traces of the birth language after adoption and what neuro-cognitive processes underlie acquisition and processing of the adopted language; are they the same as those of monolingual native speakers or those of early second language learners? And, how do we interpret differences, if any, between adopted and non-adoptive children? Chapters in this volume by leading researchers review research and provide insights on these issues.
[Trends in Language Acquisition Research, 18] 2016. vii, 208 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Acknowledgements | pp. vii–viii
IntroductionFred Genesee | pp. 1–16
Part I. General development
Chapter 1. Pre-adoption stress, adversity and later development in IA childrenJessica Rice, Andrea Jackson, E. Emily Mahoney and Tony Xing Tan | pp. 19–36
Chapter 2. Children’s cognitive development after adoptionChlöe Finet, Harriet J. Vermeer, Femmie Juffer, Guy Bosmans and Patricia Bijttebier | pp. 37–62
Part II. Language development
Chapter 3. Language development during the preschool yearsKathleen A. Scott and Jenny A. Roberts | pp. 65–94
Chapter 4. Language, cognitive, and academic abilities of school-age internationally-adopted childrenAudrey Delcenserie | pp. 95–124
Chapter 5. Long-term language development in international adopteesGunnar Norrman, Kenneth Hyltenstam and Emanuel Bylund | pp. 125–146
Chapter 6. Speech and language clinical issues in internationally-adopted childrenSharon Glennen | pp. 147–178
Chapter 7. Language loss or retention in internationally-adopted children: Neurocognitive implications for second language learningLara J. Pierce, Fred Genesee and Denise Klein | pp. 179–202
Index | pp. 203–208
Cited by 9 other publications
Allen, Shanley E. M.
2018. Comparison as a fruitful way forward. Linguistic Approaches to Bilingualism ► pp. 668 ff.
De Houwer, Annick
2018. Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 127 ff.
Annick De Houwer & Lourdes Ortega
2022. The monolingual bias. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 153 ff.
Yılmaz, Gülsen & Monika S. Schmid
2018. Chapter 11. First language attrition and bilingualism. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 225 ff.
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Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number: 2015049306 | Marc record