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Table Card RUSMARC
Title: Studies in bilingualism ;. Bilingual cognition and language: the state of the science across its subfields. — 54.
Other creators: Miller David; Bayram Fatih; Rothman Jason; Serratrice Ludovica
Collection: Электронные книги зарубежных издательств; Общая коллекция
Subjects: Bilingualism.; Language awareness in children.; Bilingualism — Psychological aspects.; LANGUAGE ARTS & DISCIPLINES / General.; EBSCO eBooks
Document type: Other
File type: PDF
Language: English
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Record key: on1010620188

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Table of Contents

  • Bilingual Cognition and Language
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Chapter 1. Studies in bilingualism: 25 years in the making
    • Theoretical approaches
    • Issues in child bilingualism
    • Issues in adult bilingualism
    • Bilingual cognition, neuroscience and impairment
    • References
  • Part I. Theoretical accounts
  • Chapter 2. Bilingual child acquisition through the lens of sociolinguistic approaches: Bilingual child acquisition through the lens of sociolinguistic approaches
    • 1. Introduction
    • 2. The history and the many faces of sociolinguistics
    • 3. Monolingual language ideology
      • 3.1 Bilingual uses
    • 4. Sociolinguistic methodologies
      • 4.1 The focus on the child’s linguistic meaning-making practices in the classroom
      • 4.1 The focus on the child’s linguistic meaning-making practices in the classroom
      • 4.2 Focus on linguistic variation in bidialectal care-giver and child interactions
      • 4.2 Focus on linguistic variation in bidialectal care-giver and child interactions
    • 5. Beyond monolingual ideology: Fluidity, crossing and languaging
    • 6. Conclusion
    • References
  • Chapter 3. Usage-based approaches to second language acquisition
    • 1. Introduction
    • 2. The targets of language learning: Constructions
    • 3. The processes of language learning: Exemplar-based rational contingency analysis
    • 4. The language system emerges from usage
    • 5. Lexical and grammatical constructions in first and second language acquisition
    • 6. Salience and learning
    • 7. Contingency and learning
    • 8. Learned attention
    • 9. Implications for language teaching
    • 10. Further reading
    • References
  • Chapter 4. Formal linguistics and second language acquisition
    • 1. Introduction
    • 2. What is formal linguistics?
    • 3. Motivation for the formal linguistic approach
    • 4. Research under the formal approach
      • Phase 1: Focus on principles and parameters
      • Phase 2: Focus on representation
    • 5. Beyond representation: Accessing and using the interlanguage representation
    • 6. Conclusion
    • References
  • Part II. Child bilingualism
  • Chapter 5. Simultaneous child bilingualism
    • 1. Introduction
    • 2. Language exposure
    • 3. Proficiency and language dominance
    • 4. Fusion vs. differentiation
    • 5. Cross-linguistic influence
    • 6. Language development of bilingual children
    • 7. Cognitive development of bilingual children
    • 8. Summary and conclusion
    • References
  • Chapter 6. Child L2 acquisition
    • 1. Introduction
    • 2. Age of L2 onset effects during childhood
    • 3. Child L2 development across language domains
      • 3.1 Phonological development in L2 children
      • 3.2 Lexical development and vocabulary acquisition
      • 3.3 Morphosyntactic development in L2 children
    • 4. Individual differences and child L2 development across domains
      • 4.1 Child-external factors and differential effects on language domains
      • 4.2 Development across domains over time
    • 5. Conclusions and future directions
    • References
  • Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children: The role of language input environments for language outcomes and language acquisition in young bilingual children
    • 1. Introduction: A brief history and setting the scene
    • 2. The many facets of language input to young children growing up in bilingual settings
    • 2. The many facets of language input to young children growing up in bilingual settings
      • 2.1 Relative timing of input in two languages
      • 2.2 Cumulative and absolute frequency of language input
      • 2.3 The claim of “reduced input” for bilingual children
      • 2.4 Relative input frequency
      • 2.5 Input frequency of linguistic categories
      • 2.6 Language models
      • 2.7 The people speaking to children and language choice patterns
      • 2.8 Communicative settings and media use
      • 2.9 Interactional style
    • 3. Language intake
    • 4. Links between input and bilingual children’s language development
    • 5. Conclusion
    • Acknowledgements
    • References
  • Chapter 8. Literacy development in linguistically diverse pupils: Literacy development in linguistically diverse pupils
    • 1. Introduction
    • 2. A characterisation of minority language learners
      • 2.1 Educational outcomes in minority language learners
    • 3. The development of reading skills in linguistically diverse pupils
      • 3.1 The simple view of reading
    • 4. The development of writing skills in linguistically diverse pupils
    • 5. Educational implications
    • 6. Conclusions
    • References
  • Chapter 9. CHILDES for bilingualism
    • 1. Introduction
    • 2. Corpora documenting bilingual development
      • 2.1 Language pairs
      • 2.2 Longitudinal corpora
      • 2.3 Cross-sectional corpora
      • 2.4 Heritage language corpora
      • 2.5 Monolingual corpora as controls
    • 3. Processing of corpora
      • 3.1 Linked corpora
      • Analysis using CLAN
      • 3.2 Assessing language dominance
      • 3.3 Investigating code-mixing
      • 3.4 Input analyses
    • 4. Limitations of corpora
    • 5. Conclusions
    • Acknowledgements
    • References
  • Part III. Adult bilingualism
  • Chapter 10. Syntactic representations in late learners of a second language: Syntactic representations in late learners of a second language: A learning trajectory
    • 1. Introduction
    • 2. A model of the trajectory of late L2 syntactic acquisition
    • 3. Key claims of the model
      • 3.1 L2 syntactic representations in late learners move from being item-specific to being more abstract
      • 3.2 Across the learning trajectory, L2 representations become more and more integrated with existing L1 representations
      • 3.2 Across the learning trajectory, L2 representations become more and more integrated with existing L1 representations
      • 3.3 L1 influences on syntactic processing and production in the L2 occur in the earliest phase as well as in the final phase of L2 syntactic development
    • 4. General discussion
    • References
  • Chapter 11. First language attrition and bilingualism: Adult speakers
    • 1. Introduction
    • 2. First language attrition and interplay between languages
    • 3. Scope and limitations of attrition effects
    • 4. Factors in attrition
    • 5. Contribution of attrition studies to bilingualism research
    • 6. Conclusion
    • References
  • Chapter 12. Different situations, similar outcomes: Heritage grammars across the lifespan
    • 1. Introduction
    • 2. Child HS development
      • 2.1 Phonology
      • 2.2 (Morpho-)syntax
      • 2.3 Interfaces with semantics and pragmatics
      • 2.4 Section summary
    • 3. Adult HL bilingualism
      • 3.1 Phonology
      • 3.2 (Morpho-)syntax
      • 3.3 Interfaces with semantics and pragmatics
      • 3.4 Section summary
    • 4. Moribund HL bilingualism
      • 4.1 Phonology
      • 4.2 (Morpho)-syntax
      • 4.3 The interface with semantics and pragmatics
      • 4.4 Section summary
    • 5. Conclusion
    • References
  • Part IV. Bilingual cognition, neuroscience and impairment
  • Chapter 13. Bilingualism and executive function: What’s the connection?
    • 1. Introduction
    • 2. Defining the terms
    • 3. Research with infants
    • 4. Cognitive processing in childhood
    • 5. Effects of bilingualism in adulthood
    • 6. The mechanism of cognitive change in bilingualism
    • Acknowledgements
    • References
  • Chapter 14. Words on the brain: The bilingual mental lexicon
    • 1. Introduction
    • 2. Bilingual language co-activation
      • 2.1 Adaptations to each language
      • 2.2 Adaptations to context
    • 3. Changes to the lexicon as a function of bilingualism
    • 4. Links between the lexicon and syntax
    • 5. Consequences of bilingualism across the lifespan
    • 6. Conclusions
    • References
  • Chapter 15. Neurobiology of bilingualism
    • 1. Introduction
    • 2. Neural basis of L2 phonology
    • 3. Neural basis of L2 grammar
    • 4. Neural basis of L2 lexico-semantics
    • 5. Neural basis of language control
    • 6. Conclusions
    • References
  • Chapter 16. Bilingualism and children with developmental language and communication disorders
    • 1. Introduction
    • 2. Capacity for bilingualism in children with developmental disorders
      • 2.1 Bilinguals with SLI compared to monolinguals with SLI: The Cumulative Effects Hypothesis
      • 2.1 Bilinguals with SLI compared to monolinguals with SLI: The Cumulative Effects Hypothesis
      • 2.2 Bilinguals with ASD compared to monolinguals with ASD: Does bilingualism exacerbate difficulties in language and communicative development?
      • 2.2 Bilinguals with ASD compared to monolinguals with ASD: Does bilingualism exacerbate difficulties in language and communicative development?
      • 2.2 Bilinguals with ASD compared to monolinguals with ASD: Does bilingualism exacerbate difficulties in language and communicative development?
    • 3. Linguistic profiles of bilinguals with SLI: Different languages and linguistic subdomains
      • 3.1 Morphosyntax in bilingual SLI
      • 3.2 The lexicon in bilingual SLI
      • 3.3 Narrative skills in bilingual SLI
      • 3.4 Linguistic subdomains in bilinguals with ASD
    • 4. Crosslinguistic influence in bilinguals with SLI
    • 5. Minority/heritage language acquisition in children with developmental disorders
      • 5.1 Acquisition of the minority/heritage language in bilingual SLI
      • 5.2 Advice to parents about language use at home
    • 6. Clinically-oriented research on assessment and intervention
      • 6.1 Bilingual children with SLI: Assessment
      • 6.2 Bilingual children with SLI: Intervention
    • 7. Conclusions and future directions
    • References
  • Chapter 17. Understanding the nature of bilingual aphasia: Diagnosis, assessment and rehabilitation
    • 1. Introduction
    • 2. Language processing in a bilingual individual is a dynamic process
      • 2.1 Implications for aphasia
    • 3. Both language systems are active during language processing tasks
      • 3.1 Implications for aphasia
    • 4. There are cognitive consequences of being bilingual
      • 4.1 Implications for aphasia
    • 5. There are structural and functional changes in the bilingual brain and these also relate to recovery in the brain
      • 5.1 Implications for aphasia
    • 6. Conclusion
    • References
  • Index

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