| Description |
1 online resource (xvi, 394 pages) |
| Contents |
1. Introduction: The Problem of Language Acquisition When There Are Two -- 1.1. Bilingual Proficiency and Bilingual Competence -- 1.2. Knowledge That Outstrips Experience -- 1.3. Modularity -- 1.4. Study of Indigenous-Language Bilingualism in Mexico -- 1.5. Looking Ahead: Overview of the Chapters -- 2. Bilingualism in School -- 2.1. When Second Language Learning Is Not Optional -- 2.2. Bilingualism, Diglossia, and Literacy -- 2.3. Componential Approach to Language Ability Solves a Practical Problem in Second Language Learning -- 2.4. New Democracy in South Africa: The Challenge of a Multilingual Language Policy -- 2.5. Possible Counterexample from North Africa -- 2.6. Program Design Based on a Concept from Sociolinguistics -- 3. Debate on the Nature of Bilingual Proficiency: Distinguishing between Different Kinds of Language Ability -- 3.1. First Language and Second Language in Literacy Learning -- 3.2. Concepts of Bilingual Proficiency: Background to the Debate -- 3.3. Proposed Modification of Cummins's Model -- 3.4. Literacy Learning at the San Isidro Bilingual School: A Follow-Up Study -- 3.5. Comparing Results from Both Languages -- 3.6. Using the New Model to Describe Different Kinds of Interdependence -- 3.7. Components and Connections -- 4. Componential Approaches to the Study of Language Proficiency -- 4.1. Vygotsky and Luria: The Concept of "Inner Speech" -- 4.2. Metacognition: Language at the Service of Higher-Order Thinking -- 4.3. Compartmentalization of the Bilingual Mind -- 4.4. Bilingualism as a Showcase for the Internal Diversity of Language Proficiency -- 4.5. Advancing the Research Program on Bilingualism: The Need for Clarity and Reflection -- 5. Research on the Components of Bilingual Proficiency -- 5.1. Maximum Imbalance in Bilingualism -- 5.2. Separation of the Linguistic Subsystems -- 5.3. How Bilingual Speech Constitutes Evidence of Language Separation -- 5.4. Contradictions of an Integrativist Approach -- 5.5. Bilingual Version of the Tripartite Parallel Architecture -- 5.6. More Opportunities for Research on Uneven Development -- 6. Critical Period, Access to Universal Grammar in First and Second Language, and Language Attrition -- 6.1. Overview of the Chapter -- 6.2. Concept of Language Attrition -- 6.3. What the Research Says about First Language Attrition -- 6.4. Critical Period Hypothesis -- 6.5. Is Second Language Competence Universal Grammar-Constrained? -- 6.6. Acquisition and Learning in the Second Language -- 6.7. Wider Discussion: Applying Concepts to New Research -- 7. Analysis of Academic Language Proficiency -- 7.1. Secondary Discourse Ability + Metalinguistic Awareness -- 7.2. Development of Narrativization and Levels of Narrative Ability -- 7.3. Language Development -- Grammar -- 7.4. Access to Shared Academic Proficiencies in Biliteracy -- 7.5. Linking Secondary Discourse Ability and Metalinguistic Awareness at the Discourse, Sentence, and Word Levels -- 8. Metalinguistic Awareness, Bilingualism, and Writing -- 8.1. Metalinguistic Development and Bilingualism -- 8.2. Metalinguistic Awareness in Literacy and Second Language Learning -- 8.3. Study of Children's Perceptions of Focus on Form -- 8.4. Children's Development of a Reflective Posture toward Writing: Results from Spanish -- 8.5. Metalinguistic Awareness as a Component of Literacy Ability -- Writing in Particular -- 8.6. Possible Implications for Teaching Writing Skills -- 8.7. Children's Development of a Reflective Posture toward Writing: Results from Nahuatl -- 8.8. Revision/Correction Assessment in Nahuatl -- 8.9. Comparison of Performance between the Languages -- 8.10. Internal Resources and External Factors -- 8.11. Applying Different Kinds of Knowledge in Literacy Development -- 9. Metalinguistic Awareness, Bilingualism, and Reading -- 9.1. Modular Approaches to the Study of Reading -- 9.2. Study of Focus on Form in Reading -- 9.3. Development of a Reflective Posture toward Reading Comprehension -- 9.4. One Way in Which Children Learn to Use Context Strategically -- 9.5. Future Research on Literacy Learning, Metalinguistic Awareness, and Bilingualism -- 9.6. Does the Use of Context Contradict Modularity in Reading? -- 10. Conclusion: Results and Prospects -- 10.1. Parts to Whole: What's Natural and What's Unnatural in Language Learning? -- 10.2. Versions of Modularity and Pending Questions in Bilingual Research -- 10.3. Language Diversity, Cognition, and Culture. |
| Bibliography |
Includes bibliographical references and index. |
| Note |
Description based on print version record. |
|
GMD: electronic resource. |
| Subject |
Bilingualism in children.
|
|
Language acquisition.
|
|
Competence and performance (Linguistics)
|
| Other Form: |
Print version: Francis, Norbert. Bilingual competence and bilingual proficiency in child development. Cambridge, Mass. : The MIT Press, 2012 9780262016391 (DLC) 2011010003 (OCoLC)707726480 |
|
