Trilingual Language Acquisition

Name: Trilingual Language Acquisition | Contextual factors influencing active trilingualism in early childhood
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
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Contextual factors influencing active trilingualism in early childhood

Sarah Chevalier(Autor*in)

John Benjamins Publishing Company

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Erschienen am 30. Oktober 2015

X, 225 Seiten

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Inhalt

Trilingual Language Acquisition
Editorial page
Title page
LCC data
Table of contents
Acknowledgements
1. Introduction
2. Bilingual language acquisition research: A review of the literature
2.0 Introduction
2.1 Döpke (1992)
2.2 Lanza (2004)
2.3 Nicoladis and Genesee (1998)
2.4 Kasuya (1998)
2.5 Juan-Garau and Pérez-Vidal (2001)
2.6 Comeau, Genesee and Lapaquette (2003)
2.7 De Houwer (2007)
2.8 Gathercole and Thomas (2009)
2.9 De Houwer (2009)
2.10 Tare and Gelman (2010, 2014)
2.11 Conclusion
3. Trilingual language acquisition studies
3.0 Introduction
3.1 Hoffmann (1985)
3.2 Hélot (1988)
3.3 Mikès (1990)
3.4 Faingold (1999)
3.5 Barron-Hauwaert (2000)
3.6 Dewaele (2000, 2007)
3.7 Quay (2001)
3.8 De Houwer (2004)
3.9 Maneva (2004)
3.10 Montanari (2005)
3.11 Barnes (2006)
3.12 Stavans and Swisher (2006)
3.13 Cruz Ferreira (2006)
3.14 Kazzazi (2007, 2011)
3.15 Quay (2008)
3.16 Wang (2008)
3.17 Braun and Cline (2010)
3.18 Conclusion
4. A study of trilingual language acquisition in context: Methodology
4.0 Introduction
4.1 The families and the data collection
4.2 Transcription
4.2.1 Names of transcriptions
4.2.2 Recordings chosen for transcription
4.2.3 Lag between recording and transcription
4.2.4 Section of the recording transcribed
4.2.5 What was transcribed
4.2.6 Transcribers and transcribing time
4.2.7 Transcription conventions
4.2.8 Determining the utterance
4.2.9 Determining the turn
4.3 Language coding
4.3.1 Seven basic varieties
4.3.2 Other
4.3.3 Further languages and language combinations
4.4 Conclusion
5. The children's language production
5.0 Introduction
5.1 Relative quantity
5.2 Language dominance
5.2.1 Mean Length of Utterance and Upper Bound
5.2.2 Cross-linguistic influence: morphological
5.2.3 Cross-linguistic influence: syntactic, semantic and phonological
5.2.4 Self-talk
5.2.5 Comprehension
5.2.6 Caregivers' views
5.3 Conclusion
6. "He spends a lot of time with his grandmother": Contextual factors
6.0 Introduction
6.1 Consistency in following the one person, one language strategy
6.2 Amount of input
6.3 Language constellations
6.4 Variety of contacts
6.5 Status of languages
6.6 Conclusion
7. "What does Shelly say?": Focus on caregiver discourse styles
7.0 Introduction
7.1 Responses to mixing: parental discourse strategies revisited
7.1.1 Instruction to translate
7.1.2 Minimal grasp
7.1.3 Expressed guess
7.1.4 Adult repetition
7.1.5 Moving on
7.1.6 Code-switching
7.1.7 No response to mixing
7.1.8 Special cases in coding
7.1.9 Children's reactions to the three constraining responses
7.2 Responses of Lina's caregivers
7.2.1 Responses of Lina's mother
7.2.2 Responses of Lina's father
7.2.3 Responses of Lina's aunt
7.3 Responses of Elliot's caregivers
7.3.1 Responses of Elliot's mother
7.3.2 Responses of Elliot's father
7.3.3 Responses of Elliot's babysitter
7.4 Further aspects of the caregivers' discourse styles
7.5 Parent is linguist-investigator
7.6 Conclusion
8. Active trilingualism in early childhood: Contextual explanations
8.0 Introduction
8.1 The major findings
8.2 Trilingual and bilingual language acquisition research: implications
8.3 Some avenues for future research
8.4 Epilogue
8.5 Conclusion
Appendix 1. Transcription conventions
Appendix 2. Activities in transcriptions
Appendix 3. Length of recordings and transcriptions
Appendix 4. Language of children's utterances, all combinations
References
Index

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