| Description |
1 online resource |
| Series |
Cambridge elements. Elements in child development |
|
Cambridge elements. Elements in child development.
|
| Contents |
Cover -- Title page -- Copyright page -- Bilingual Development in Childhood -- Contents -- 1 Introduction -- 2 Becoming Bilingual in Infancy: Focus on Bilingual First Language Acquisition -- 2.1 Born into a Bilingual Family -- 2.2 Phonological Development: Bilingual Infant Speech Perception -- 2.3 Bilingual Infant Language Comprehension -- 2.4 Bilingual Infant Language Production -- 2.4.1 Babbling -- 2.4.2 First Words -- 2.4.3 Phonological Development: Learning to Produce Sounds -- 2.4.4 Lexical Repertoire and Vocabulary Size -- 2.4.5 Word Combinations -- 2.4.6 Language Choice |
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2.5 Uneven Bilingual Development in Infancy -- 2.6 Factors Affecting Bilingual Development in Infancy -- 2.7 Summary -- 3 Bilingualism in Early Childhood: Bilingual First and Early Second Language Acquisition -- 3.1 BFLA Preschoolers' Language Development -- 3.1.1 Perception and Comprehension -- 3.1.2 Production -- 3.1.3 Summary -- 3.2 ESLA Preschoolers' Language Development -- 3.2.1 Comprehension -- 3.2.2 Production -- 3.2.3 Summary -- 3.3 BFLA and ESLA Preschoolers Compared -- 3.4 Language Choice in Early Childhood -- 3.5 Factors Affecting Bilingual Development in Early Childhood |
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3.5.1 Child-Internal Factors Affecting Bilingual Development in EarlyChildhood -- 3.5.2 Child-External Factors Affecting Bilingual Development in EarlyChildhood -- 3.6 Summary -- 4 Bilingualism in Middle Childhood: Bilingual First Language Acquisition, Early Second Language Acquisition, and Second Language Acquisition -- 4.1 BFLA and ESLA Schoolchildren's Language Development -- 4.2 SLA Schoolchildren's Language Development -- 4.3 Uneven Bilingual Development in Middle Childhood -- 4.4 Language Choice in Middle Childhood -- 4.5 Factors Affecting Bilingual Development in Middle Childhood |
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4.6 Summary -- 5 Socioeconomic Status and Bilingual Development in Childhood -- 6 Summary and Conclusion -- 6.1 Summary -- 6.2 Harmonious Bilingualism -- 6.3 Parting Words -- References |
| Summary |
In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual children's language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Children's and families' harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development |
| Bibliography |
Includes bibliographic references |
| Notes |
Online resource; title from digital title page (viewed on May 03, 2021) |
| Subject |
Bilingualism in children.
|
|
Language acquisition.
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Bilingualism in children
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Language acquisition
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| Genre/Form |
Electronic books
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| Form |
Electronic book
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| ISBN |
9781108866002 |
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110886600X |
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