1.

Record Nr.

UNINA9910959917703321

Autore

Bialystok Ellen

Titolo

Bilingualism in development : language, literacy, and cognition / / Ellen Bialystok

Pubbl/distr/stampa

Cambridge, UK ; ; New York, : Cambridge University Press, 2001

ISBN

1-107-11576-0

1-280-43223-3

0-521-63231-5

0-511-30328-9

0-511-05113-1

0-511-15280-9

0-511-60596-X

0-511-17365-2

Edizione

[1st ed.]

Descrizione fisica

1 online resource (xii, 288 pages) : digital, PDF file(s)

Disciplina

401/.93

Soggetti

Bilingualism in children

Language acquisition

Language awareness in children

Cognition in children

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Title from publisher's bibliographic system (viewed on 05 Oct 2015).

Nota di bibliografia

Includes bibliographical references (p. [249]-279) and index.

Nota di contenuto

Contents; Preface; 1 Faces of Bilingualism; 2 Starting with One Language; 3 And Adding Another; 4 Language in the Mind; 5 Thinking About Language; 6 Link to Literacy; 7 Beyond Language; 8 The Extent of the Bilingual Mind; References; Index

Sommario/riassunto

Bilingualism in Development is an examination of the language and cognitive development of bilingual children focusing primarily on the preschool years.  It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children's development and assesses the role that bilingualism has in each. The areas covered include language acquisition, metalinguistic ability, literacy skill, and problem-solving



ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children's ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. This conclusion is used as the basis for examining a set of related issues regarding the education and social circumstances of bilingual children.