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Record Nr. |
UNINA9910460036103321 |
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Titolo |
Input and experience in bilingual development / / edited by Theres Grüter, Johanne Paradis ; contributors, Hadar Abutbul-Oz [and twenty-two others] |
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Pubbl/distr/stampa |
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Amsterdam, Netherlands ; ; Philadelphia, Pennsylvania : , : John Benjamins Publishing Company, , 2014 |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (214 p.) |
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Collana |
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Trends in Language Acquisition Research, , 1569-0644 ; ; Volume 13 |
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Disciplina |
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Soggetti |
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Bilingualism in children |
Language acquisition |
Language awareness in children |
Education, Bilingual |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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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 outcomes4. 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 |
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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 conclusionAcknowledgements; 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 backgrounds1. 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 measures4.2.2 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 |
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Sommario/riassunto |
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Amount of exposure has been observed to affect the linguistic development of bilingual children in a variety of domains. As yet, however, relatively few studies have compared the acquisition across domains within the same group of children. Such a comparative approach is arguably essential to gain a more complete understanding of input effects in bilingual acquisition. Most studies in this area concentrate on the acquisition of vocabulary and grammar/morphosyntax; the bilingual acquisition of linguistic properties involving the interaction between syntax and semantics remains under-investigate |
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