Input and Experience in Bilingual Development
1st Edition
Published on 24. October 2014
IX, 204 pages
978-90-272-6945-4 (ISBN)
Description
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.
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Input and Experience in Bilingual Development
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Content
- Input and Experience in Bilingual Development
- Editorial page
- Title page
- LCC data
- Table of contents
- List of contributors
- Introduction to "Input and experience in bilingual development"
- 1. Defining and measuring input quantity
- 2. Experiential factors beyond input quantity
- 3. Comparing bilingual and monolingual rates of development across linguistic domains
- 4. Conclusions and future directions
- Language exposure and online processing efficiency in bilingual development
- 1. Introduction
- 2. The role of online processing efficiency in early language development
- 3. Relative versus absolute measures of language experience and language outcomes
- 4. The relation between language exposure and processing efficiency in relative terms
- 5. From parent report to observational measures of language exposure
- 6. Conclusion
- Acknowledgments
- The absolute frequency of maternal input to bilingual and monolingual children
- 1. Introduction
- 2. Method
- 2.1 Participants
- 2.2 Instruments and procedures
- 3. Results
- 3.1 13 month measures
- 3.2 20 month measures
- 3.3 13 and 20 months compared
- 3.4 13 and 20 months combined
- 3.5 Mealtime and play contexts compared
- 4. Discussion and conclusion
- Acknowledgements
- Language input and language learning
- 1. Introduction
- 2. Joint Attention in monolinguals
- 3. Contextual variation in Joint Attention
- 3.1 Cultural differences
- 3.2 Developmental differences
- 4. Differences in mothers' and fathers' input
- 5. Verbal interactions in bilingual families
- 6. Internationally Adopted children and Joint Attention
- 7. Conclusions
- Acknowledgments
- 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
- 1. Introduction
- 2. Language proficiency of immigrant children
- 2.1 Linguistic proficiency in L2 and exposure factors
- 2.2 Linguistic proficiency and exposure factors in Hebrew as an L2 of migrant children in Israel
- 2.3 Identity, attitudes and sociolinguistic preferences
- 3. Research questions, hypotheses and predictions
- 4. Method
- 4.1 Participants
- 4.2 Materials, tasks, and procedures
- 4.2.1 Language measures
- 4.2.2 Sociolinguistic measures
- 5. Results
- 5.1 Language proficiency in L2 Hebrew
- 5.2 Sociolinguistic measures
- 5.2.1 Ethnolinguistic identity
- 5.2.2 Sociolinguistic attitudes to identity, speakers and languages
- 5.3 Sociolinguistic measures and language proficiency in L2
- 5.4 Proximal exposure factors: CA, AoO and LoE and L2 proficiency
- 5.5 Distal exposure factors: Parents' education, family size and birth order, and L2 proficiency
- 5.6 Comparing exposure factors and sociolinguistic factors
- 6. Discussion: The relative contribution of exposure and sociolinguistic factors to language proficiency
- 6.1 Language proficiency
- 6.2 Sociolinguistic measures and L2 proficiency
- 6.3 Exposure factors and L2 proficiency
- 6.3.1 Proximal exposure factors
- 6.3.2 Distal exposure factors
- 6.4 Summary and conclusions
- Acknowledgements
- Interactions between input factors in bilingual language acquisition
- 1. Introduction
- 2. Overview of major input factors and their relative strength
- 2.1 How much input does a child have in each language?
- 2.1.1 Different measures of language quantity and their interrelationships
- 2.1.2 Views on dosage
- 2.2 Who are the language models and interlocutors?
- 2.3 In what circumstances does the child hear the language?
- 2.4 When must input be provided? (Age of Onset, AoO)
- 3. The case of Wapichana relative to the UNESCO vitality scales
- 3.1 Linguistic, cultural, and political background
- 3.1.1 Factors 1 and 2: Intergenerational transmission and number of speakers
- 3.1.2 Factors 3, 4 and 5: The proportion of Wapichana speakers and the number of existing and new domains where Wapichana is used
- 3.1.3 Factors 6, 7 and 8: Educational resources, official policies, and speakers' attitudes
- 3.1.4 Factor 9: Language documentation
- 3.2 A plan of action
- 3.2.1 Linking education and documentation
- 3.2.2 Prognosis for success
- Acknowledgements
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input
- 1. Introduction
- 2. Effects of input quantity
- 2.1 Input quantity as the source of differences in single language skill between monolingual and bilingual children
- 2.2 Input quantity as a source of variation in language skill among bilingually developing children
- 3. Effects of input quality
- 4. Social variables that influence input to bilingual children and bilingual development
- 4.1 Effects of older siblings on language input and development for children in bilingual homes
- 4.2 Effect of parents' native languages on language exposure and language development in 25-month-old bilinguals
- 5. Conclusions
- Acknowledgments
- The typical development of simultaneous bilinguals
- 1. Introduction
- 2. The Montreal studies of French-English simultaneous input: Participants and procedures
- 2.1 Vocabulary proficiency in relation to amount of exposure
- 2.2 Timing versus intensity of exposure
- 2.3 Grammatical development
- 2.4 Language processing in relation to bilingual exposure
- 2.5 The diagnostic accuracy of NWR and SI with bilingual children
- 3. Conclusions
- Acknowledgments
- French-English bilingual children's sensitivity to child-level and language-level input factors in morphosyntactic acquisition
- 1. Introduction
- 2. French-English bilingual children's sensitivity to input factors in the acquisition of verb morphology
- 3. Bilingual children's sensitivity to input factors in the acquisition of French direct object clitics
- 3.1 French direct object clitics and definite articles
- 3.2 Children's acquisition of French direct object clitics
- 3.3 Method
- 3.4 Results
- 3.5 Discussion
- 4. Conclusion: Bilingual children's sensitivity to child- and language-level input factors
- Acknowledgements
- References
- Comparing the role of input in bilingual acquisition across domains
- 1. Introduction: Input effects in bilingual acquisition
- 2. Two target language properties: Grammatical gender and scrambling
- 2.1 Grammatical gender
- 2.2 Scrambling
- 2.3 Predictions
- 3. The study
- 3.1 Participants
- 3.2 Method
- 3.3 Results
- 4. Discussion
- 5. Conclusion
- Acknowledgments
- Index
