Input and Experience in Bilingual Development.
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...
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| Author / Creator: | |
|---|---|
| Other Authors / Creators: | Paradis, Johanne. |
| Format: | eBook Electronic |
| Language: | English |
| Imprint: | Amsterdam : John Benjamins Publishing Company, 2014. |
| Series: | Trends in Language Acquisition Research
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| Subjects: | |
| Local Note: | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| Online Access: | Click to View |
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| 100 | 1 | |a Grüter, Theres. | |
| 245 | 1 | 0 | |a Input and Experience in Bilingual Development. |
| 264 | 1 | |a Amsterdam : |b John Benjamins Publishing Company, |c 2014. | |
| 264 | 4 | |c ©2014. | |
| 300 | |a 1 online resource (214 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Trends in Language Acquisition Research ; |v v.13 | |
| 505 | 0 | |a 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 outcomes -- 4. 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 -- 4. Discussion and conclusion -- Acknowledgements -- 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 backgrounds. | |
| 505 | 8 | |a 1. 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 measures -- 4.2.2 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 -- 6.1 Language proficiency -- 6.2 Sociolinguistic measures and L2 proficiency -- 6.3 Exposure factors and L2 proficiency -- 6.3.1 Proximal exposure factors -- 6.3.2 Distal exposure factors -- 6.4 Summary and conclusions -- Acknowledgements -- Interactions between input factors in bilingual language acquisition -- 1. Introduction -- 2. Overview of major input factors and their relative strength -- 2.1 How much input does a child have in each language? -- 2.1.1 Different measures of language quantity and their interrelationships -- 2.1.2 Views on dosage -- 2.2 Who are the language models and interlocutors? -- 2.3 In what circumstances does the child hear the language? -- 2.4 When must input be provided? (Age of Onset, AoO) -- 3. The case of Wapichana relative to the UNESCO vitality scales. | |
| 505 | 8 | |a 3.1 Linguistic, cultural, and political background -- 3.1.1 Factors 1 and 2: Intergenerational transmission and number of speakers -- 3.1.2 Factors 3, 4 and 5: The proportion of Wapichana speakers and the number of existing and new domains where Wapichana is used -- 3.1.3 Factors 6, 7 and 8: Educational resources, official policies, and speakers' attitudes -- 3.1.4 Factor 9: Language documentation -- 3.2 A plan of action -- 3.2.1 Linking education and documentation -- 3.2.2 Prognosis for success -- Acknowledgements -- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input -- 1. Introduction -- 2. Effects of input quantity -- 2.1 Input quantity as the source of differences in single language skill between monolingual and bilingual children -- 2.2 Input quantity as a source of variation in language skill among bilingually developing children -- 3. Effects of input quality -- 4. Social variables that influence input to bilingual children and bilingual development -- 4.1 Effects of older siblings on language input and development for children in bilingual homes -- 4.2 Effect of parents' native languages on language exposure and language development in 25-month-old bilinguals -- 5. Conclusions -- Acknowledgments -- The typical development of simultaneous bilinguals -- 1. Introduction -- 2. The Montreal studies of French-English simultaneous input: Participants and procedures -- 2.1 Vocabulary proficiency in relation to amount of exposure -- 2.2 Timing versus intensity of exposure -- 2.3 Grammatical development -- 2.4 Language processing in relation to bilingual exposure -- 2.5 The diagnostic accuracy of NWR and SI with bilingual children -- 3. Conclusions -- Acknowledgments. | |
| 505 | 8 | |a French-English bilingual children's sensitivity to child-level and language-level input factors in morphosyntactic acquisition -- 1. Introduction -- 2. French-English bilingual children's sensitivity to input factors in the acquisition of verb morphology -- 3. Bilingual children's sensitivity to input factors in the acquisition of French direct object clitics -- 3.1 French direct object clitics and definite articles -- 3.2 Children's acquisition of French direct object clitics -- 3.3 Method -- 3.4 Results -- 3.5 Discussion -- 4. Conclusion: Bilingual children's sensitivity to child- and language-level input factors -- Acknowledgements -- References -- Comparing the role of input in bilingual acquisition across domains -- 1. Introduction: Input effects in bilingual acquisition -- 2. Two target language properties: Grammatical gender and scrambling -- 2.1 Grammatical gender -- 2.2 Scrambling -- 2.3 Predictions -- 3. The study -- 3.1 Participants -- 3.2 Method -- 3.3 Results -- 4. Discussion -- 5. Conclusion -- Acknowledgments -- Index. | |
| 520 | |a 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-investigated. The present study seeks to address these gaps by examining - within the same group of English/Dutch bilinguals - the acquisition of linguistic properties taken from two different domains, namely gender-marking on definite determiners, a morphosyntactic property of Dutch with a considerable lexical component, and the acquisition of meaning restrictions on different word orders (scrambling), a property involving both compositional semantic and syntactic processes. The results show input effects for gender but not for scrambling. This is argued to be in line with approaches to acquisition which assume scrambling to constitute a poverty of the stimulus problem, but problematic for those approaches where input plays a more central role. | ||
| 588 | |a Description based on publisher supplied metadata and other sources. | ||
| 590 | |a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | |a Bilingualism in children. | |
| 650 | 0 | |a Language acquisition. | |
| 650 | 0 | |a Language awareness in children. | |
| 650 | 0 | |a Education, Bilingual. | |
| 655 | 4 | |a Electronic books. | |
| 700 | 1 | |a Paradis, Johanne. | |
| 776 | 0 | 8 | |i Print version: |a Grüter, Theres |t Input and Experience in Bilingual Development |d Amsterdam : John Benjamins Publishing Company,c2014 |z 9789027244024 |
| 797 | 2 | |a ProQuest (Firm) | |
| 830 | 0 | |a Trends in Language Acquisition Research | |
| 856 | 4 | 0 | |u https://ebookcentral.proquest.com/lib/well/detail.action?docID=1798768 |z Click to View |