LEADER 06354nam 22008292 450 001 9910792126003321 005 20151005020622.0 010 $a1-139-08547-6 010 $a1-107-19541-1 010 $a1-139-23489-7 010 $a1-283-37814-0 010 $a1-139-18555-1 010 $a1-139-18914-X 010 $a9786613378149 010 $a1-139-18786-4 010 $a1-139-19045-8 010 $a1-139-18323-0 010 $a0-511-62074-8 024 7 $a2027/heb07828 035 $a(CKB)2610000000005635 035 $a(EBL)807123 035 $a(OCoLC)773034227 035 $a(SSID)ssj0000458345 035 $a(PQKBManifestationID)11309445 035 $a(PQKBTitleCode)TC0000458345 035 $a(PQKBWorkID)10438267 035 $a(PQKB)10388201 035 $a(UkCbUP)CR9780511620744 035 $a(Au-PeEL)EBL807123 035 $a(CaPaEBR)ebr10461905 035 $a(CaONFJC)MIL337814 035 $a(MiAaPQ)EBC807123 035 $a(dli)HEB07828 035 $a(MiU)KOHA0000000000000000002828 035 $a(EXLCZ)992610000000005635 100 $a20090916d2007|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe bilingual child $eearly development and language contact /$fVirginia Yip, Stephen Matthews$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2007. 215 $a1 online resource (xxiii, 295 pages) $cdigital, PDF file(s) 225 1 $aCambridge approaches to language contact 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-54476-9 311 $a0-521-83617-4 320 $aIncludes bibliographical references and indexes. 327 $aCover; The Bilingual Child; Cambridge Approaches to Language Contact; Title; Copyright; Contents; Tables and figures; Series editor's foreword; Preface; Acknowledgments; Abbreviations; 1 Introduction; 1.1 Introduction; 1.1.1 Practical and cognitive implications; 1.2 Research questions; 1.3 The ecology of bilingual development; 1.4 The Hong Kong speech community; 1.5 Bilingual development and language contact; 1.6 Mechanisms of language contact; 1.6.1 Contact-induced grammaticalization; 1.7 Summary; 1.8 Overview of the book; 2 Theoretical framework 327 $a2.1 Epistemological status of bilingual acquisition2.1.1 Bilingual acquisition and second language acquisition; 2.1.2 Forms of early bilingualism; 2.2 The logical problem of bilingual acquisition and the poverty of the dual stimulus; 2.3 Language differentiation in bilingual acquisition; 2.4 Language dominance in early bilingual development; 2.4.1 Defining language dominance; 2.5 Cross-linguistic influence in bilingual development; 2.5.1 Defining transfer and cross-linguistic influence; 2.5.2 Language dominance and transfer; 2.5.3 Bilingual bootstrapping and developmental asynchrony 327 $a2.6 Input ambiguity and learnability2.6.1 Ambiguous data and unambiguous triggers in first language acquisition; 2.6.2 Input ambiguity in bilingual development; 2.6.3 Forms of input ambiguity; 2.7 Vulnerable domains in bilingual development; 2.8 Bilingual development and language contact; 2.8.1 Creoles and other contact languages; 2.8.2 Children versus adults in the development of contact languages; 2.8.3 Child bilingualism in the formation of contact languages; 2.9 Summary; 3 Methodology; 3.1 Methodologies in the study of bilingual acquisition; 3.1.1 The case study 327 $a3.1.2 Advantages and limitations of studying spontaneous speech3.1.3 The diary method; 3.1.4 Longitudinal corpus data; 3.1.5 Experimental methods; 3.1.6 Studying and sampling input; 3.2 The Hong Kong Bilingual Child Language Corpus and other data for this study; 3.2.1 Children for our case study; 3.2.2 Recording; 3.2.3 Transcription; 3.2.4 Tagging; 3.2.5 The Hong Kong Cantonese Child Language Corpus (Cancorp); 3.2.6 Diary data; 3.3 Quantitative measures of bilingual development: language dominance and MLU differentials; 3.3.1 Measuring dominance: MLUw; 3.3.2 MLU differentials 327 $a3.4 Other indicators of language dominance3.4.1 Language preferences and silent periods; 3.4.2 Code-mixing; 3.5 Conclusions; 4 Wh-interrogatives: to move or not to move?; 4.1 Wh-interrogatives in English and Cantonese; 4.1.1 Wh-in-situ in Chinese; 4.1.2 Wh-in-situ in English; 4.2 Wh-interrogatives in bilingual children; 4.2.1 Methodological preliminaries; 4.2.2 Wh-in-situ in monolingual acquisition of English; 4.2.3 Wh-in-situ interrogatives in the bilingual children's English; 4.2.4 Bilingual and monolingual acquisition of wh-questions compared 327 $a4.2.5 Quantitative and qualitative analysis of wh-in-situ 330 $aHow does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child's profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children's developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact. 410 0$aCambridge approaches to language contact. 606 $aBilingualism in children 606 $aLanguage acquisition 606 $aLanguages in contact 615 0$aBilingualism in children. 615 0$aLanguage acquisition. 615 0$aLanguages in contact. 676 $a404/.2083 700 $aYip$b Virginia$f1962-$0322173 702 $aMatthews$b Stephen$f1963- 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910792126003321 996 $aThe bilingual child$93756016 997 $aUNINA