LEADER 04316nam 2200805Ia 450 001 9910783781003321 005 20230828231151.0 010 $a1-280-50173-1 010 $a9786610501731 010 $a1-4237-8809-5 010 $a1-85359-877-1 024 7 $a10.21832/9781853598777 035 $a(CKB)1000000000245133 035 $a(EBL)255737 035 $a(OCoLC)560075166 035 $a(SSID)ssj0000232422 035 $a(PQKBManifestationID)11220033 035 $a(PQKBTitleCode)TC0000232422 035 $a(PQKBWorkID)10213750 035 $a(PQKB)10886340 035 $a(OCoLC)647486625 035 $a(MiAaPQ)EBC255737 035 $a(DE-B1597)513653 035 $a(OCoLC)70293699 035 $a(DE-B1597)9781853598777 035 $a(Au-PeEL)EBL255737 035 $a(CaPaEBR)ebr10120620 035 $a(CaONFJC)MIL50173 035 $a(EXLCZ)991000000000245133 100 $a20051129d2006 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aRaising bilingual-biliterate children in monolingual cultures$b[electronic resource] /$fStephen J. Caldas 210 $aClevedon $cMultilingual Matters$d2006 215 $a1 online resource (247 p.) 225 1 $aBilingual education and bilingualism 300 $aDescription based upon print version of record. 311 0 $a1-85359-875-5 311 0 $a1-85359-876-3 320 $aIncludes bibliographical references. 327 $tFront matter --$tContents --$tList of Tables and Figures --$tAcknowledgements --$tPreface --$t1. Introduction and Focus of the Book --$t2. Bilingualism in America --$t3. Methodology: Taking the Measure of the Project --$t4. Bilingual Antecedents --$t5. Home and Community --$t6. The School --$t7. Reading, Media, Hobbies and Games --$t8. The Psychology of Pre- and Early Adolescent Bilingualism --$t9. The Psychology of Middle Adolescent Bilingualism --$t10. Emerging Bilinguistic Identities --$t11. Taking the Measure of Bilingualism --$t12. Lessons Learned, Broader Implications and Guidelines for Parents --$tBibliography --$tAppendices --$tIndex 330 $aThis book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children?s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children?s mother). We reared our three children in two different cultures? essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children?s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments. 410 0$aBilingual education and bilingualism. 606 $aBilingualism in children$zLouisiana 606 $aBilingualism in children$zQue?bec (Province) 606 $aEnglish language$xAcquisition 606 $aFrench language$xAcquisition 606 $aSecond language acquisition 606 $aSecond language acquisition$vLongitudinal studies 610 $abilingual education. 610 $abilingualism. 610 $achildren. 615 0$aBilingualism in children 615 0$aBilingualism in children 615 0$aEnglish language$xAcquisition. 615 0$aFrench language$xAcquisition. 615 0$aSecond language acquisition. 615 0$aSecond language acquisition 676 $a306.44608309714 700 $aCaldas$b Stephen J.$f1957-$01479156 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783781003321 996 $aRaising bilingual-biliterate children in monolingual cultures$93695136 997 $aUNINA