On the Dynamics of Early Multilingualism

Name: On the Dynamics of Early Multilingualism | A Psycholinguistic Study
Brand: De Gruyter Mouton
Price: 149.95 EUR
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A Psycholinguistic Study

Barbara Hofer(Author)

De Gruyter Mouton (Publisher)

1st Edition

Published on 1. July 2015

XXII, 233 pages

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978-1-61451-867-9 (ISBN)

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Content

Intro
Table of contents
Acknowledgments
List of figures
Preface
Structure of the book
I. Theoretical background
Theoretical underpinnings in early multilingual instruction
1. An Introduction to multilingualism
1.1 On the benefits of an early start
1.2 Cognitive consequences of being bi/multilingual
1.3 Recent trends in multilingualism research
1.4 The dynamics and complexities of multilingual learning and development
1.5 Third language learning and the role of meta- and crosslinguistic awareness
1.6 Third language learning and the effects of prior linguistic knowledge
2. The representation of language in the mind
2.1 Models of language representation: How are words and concepts represented and interconnected in the mind of bilingual and multilingual speakers?
2.2 The Word-Association and Concept Mediation Model
2.3 The Revised Hierarchical Model
2.4 The Distributed Feature Model
2.5 The Integrated Model: A model for bilingual language representation and processing
2.6 Lexical Access in bilingual and multilingual speakers: The language specific and language non-specific perspective
2.7 A dynamic view of the multilingual lexicon
3. Language processing
3.1 Is multilingual processing any different from monolingual or bilingual processing?
3.2 Language production
3.2.1 Levelt: A Monolingual Speech Model
3.2.2 Dell: Spreading Activation Model
3.3 Multilingual language production
3.3.1 Poulisse and Bongaerts' Production Model
3.3.2 Myers-Scotton: A Matrix Language Frame
3.3.3 Grosjean: The Language Mode Hypothesis
3.3.4 Green: The Activation/Inhibition model
3.3.5 Clyne: The Plurilingual Model
3.3.6 De Bot: The Bilingual/Multilingual Production Model
3.4 Language comprehension
3.4.1 Visual language comprehension in bilingual and multilingual speakers: The BIA, the BIA+, and the MIA model
3.4.2 Auditory language processing in bilingual and multilingual speakers: The BIMOLA model for auditory speech comprehension
3.5 Language representation and processing from a dynamic systems perspective
4. Developmental models of second and third language learning
4.1 William & Hammarberg's Model of L3 Production
4.2 The Dynamic Model of Multilingualism
4.3 The Biotic Model of Multilinguality
4.4 A dynamic model of expert-novice co-adaptation during language learning and acquisition
5. Memory, monitoring and fluency
5.1 Monitoring
5.2 Automaticity in L2/L3 acquisition
5.3 L2/L3 fluency
5.4 Psycholinguistic factors contributing to fluency in L2/L3
6. Multiple language acquisition in children
6.1 Cognitive development in children
6.2 Theories of child language acquisition
6.3 Early bilingual acquisition: One system or two?
6.4 The acquisition of morphosyntax in bi- and multilingual children
6.5 Code-mixing in bilingual and trilingual children
6.6 Phonological development in bilingual/multilingual children
7. Multilingual proficiency
8. Multilingual learning in the classroom
8.1 Is there anything to be gained from multilingual learning?
9. Multilingual awareness
9.1 Learning without awareness?
9.2 Language awareness and metalinguistic abilities
9.3 The emergence of metalinguistic awareness in monolingual children
9.4 Metalinguistic awareness in bilingual and multilingual children
9.5 Measuring components of metalinguistic awareness
II. A South Tyrol case study
Experimental findings in a multilingual setting
10. The aim of the study
11. Historical background
12. The sociolinguistic context: Language education in a bi/trilingual community
13. Multilingual educational programmes In South Tyrol
13.1 Subject matter instruction in L2 German
13.2 Multilingual education and L1 and L2 development
13.3 Riflessione lingua or reflection on language
14. Research questions and hypotheses
15. Participants
16. Theoretical and methodological framework and study design
16.1 The MAT-2
16.2 Metalinguistic Ability Test 2: A modified version
16.2.1 Acceptability
16.2.2 Ambiguity
16.2.3 Grammatical Function
16.2.4 Phonemic Segmentation
16.2.5 Syllable Scansion
16.2.6 Identification of Repeated Phonemes
16.2.7 Formation of Words
17. Data collection procedure and test administration
18. Scoring
19. Analysis and results
19.1 Results MAT-2: L questions and ML questions
19.1.1 L questions
19.1.2 ML questions
19.2 Summary and discussion of MAT-2 results
19.3 Results German and English test
19.4 Summary and discussion of the German and English test results
19.5 Discussion of overall results
19.5.1 Educational background mother
19.5.2 Educational background father
19.5.3 Languages spoken in the home
19.5.4 Language learning history
20. Some of the things multilingual children do
20.1 Qualitative data on cross-linguistic awareness
20.2 Qualitative data on multilingual productions
20.3 Mixing/Borrowing
20.4 Dialectal insertions and lexical inventions
20.5 L2 influences during L3 discourse
20.6 L3 influences during L2 discourse
20.7 Trilingual mixing
20.8 Learner language
20.9 Multilingual interaction
21. Reconceptualising language learning and teaching in South Tyrol. Final recommendations
22. Conclusion
Bibliography
Index

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On the Dynamics of Early Multilingualism

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