Trilingual Language Acquisition
Contextual factors influencing active trilingualism in early childhood
1st Edition
Published on 30. October 2015
X, 225 pages
978-90-272-6788-7 (ISBN)
Description
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.
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Sarah Chevalier
Trilingual Language Acquisition
Contextual factors influencing active trilingualism in early childhood
Book
10/2015
John Benjamins Publishing Co
€100.70
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Content
- 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
