LEADER 05567nam 2200697 450 001 9910460036103321 005 20200903223051.0 010 $a90-272-6945-9 035 $a(CKB)3710000000249123 035 $a(EBL)1798768 035 $a(SSID)ssj0001347672 035 $a(PQKBManifestationID)12576244 035 $a(PQKBTitleCode)TC0001347672 035 $a(PQKBWorkID)11361931 035 $a(PQKB)10805103 035 $a(MiAaPQ)EBC1798768 035 $a(Au-PeEL)EBL1798768 035 $a(CaPaEBR)ebr10944083 035 $a(CaONFJC)MIL651871 035 $a(OCoLC)891944556 035 $a(EXLCZ)993710000000249123 100 $a20141009h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInput and experience in bilingual development /$fedited by Theres Gru?ter, Johanne Paradis ; contributors, Hadar Abutbul-Oz [and twenty-two others] 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (214 p.) 225 1 $aTrends in Language Acquisition Research,$x1569-0644 ;$vVolume 13 300 $aDescription based upon print version of record. 311 $a1-322-20591-4 311 $a90-272-4402-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aInput 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 327 $a3. 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 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 327 $a4. 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 327 $aLanguage 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 327 $a4.2.1 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 327 $a6. Discussion: The relative contribution of exposure and sociolinguistic factors to language proficiency 330 $aAmount of exposure has been observed to affect the linguistic development of bilingual children in a variety of domains. As yet, however, relatively few studies have compared the acquisition across domains within the same group of children. Such a comparative approach is arguably essential to gain a more complete understanding of input effects in bilingual acquisition. Most studies in this area concentrate on the acquisition of vocabulary and grammar/morphosyntax; the bilingual acquisition of linguistic properties involving the interaction between syntax and semantics remains under-investigate 410 0$aTrends in language acquisition research ;$vVolume 13. 606 $aBilingualism in children 606 $aLanguage acquisition 606 $aLanguage awareness in children 606 $aEducation, Bilingual 608 $aElectronic books. 615 0$aBilingualism in children. 615 0$aLanguage acquisition. 615 0$aLanguage awareness in children. 615 0$aEducation, Bilingual. 676 $a404/.2 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460036103321 996 $aInput and experience in bilingual development$91914123 997 $aUNINA