This book is a collection of papers that explore the ways in which bilingual children cope with two language systems. The papers address issues in linguistics, psychology and education, that bear on the abilities that bilingual children use to understand language, to perform highly specialized operations with language, and to function in school settings. All of the papers provide detailed analysis about how specific problems are solved, how bilingualism influences those solutions, and how the social context affects the process. Finally, the implications of these findings for policy setting and the development of bilingual education programs are explored. This will be an important and useful volume at the forefront of current research in an area which is exciting increased interest among linguists and cognitive scientists.
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"...offers some new insights and provides a good overview of current theorizing in the field." Language
"...an excellent source for researchers, teacher trainers, psychologists, and linguists. Even though this is an edited book, the themes set forth by Bialystok provide a common thread adding to the coherence of the book." Contemporary Psychology
"...an excellent source for researchers, teacher trainers, psychologists, and linguists. Even though this is an edited book, the themes set forth by Bialystok provide a common thread adding to the coherence of the book." Contemporary Psychology
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Addressing relevant issues in linguistics, psychology, and education, these essays explore the ways in which bilingual children cope with dual language systems as well as implications for the development of educational curriculums.
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This chapter deals with the potential contribution of recent linguistic and psycholinguistic research to our understanding of the ways in which bilinguals (and multiliguals) process language data. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, Child Development, Cambridge University Press, Wong Fillmore, Newbury House, Academic Press, California State Department of Education, Multilingual Matters, Sharwood Smith, Developmental Psychology, Harvard University Press, Puerto Rican, Working Papers, Northwestern University Press, Psychological Review, Applied Linguistics, Basic Books, Journal of Child Language, Plenum Press, Kenji Hakuta, Pergamon Press, Stanford University, The Hague, University of California New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
This chapter deals with the potential contribution of recent linguistic and psycholinguistic research to our understanding of the ways in which bilinguals (and multiliguals) process language data. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, Child Development, Cambridge University Press, Wong Fillmore, Newbury House, Academic Press, California State Department of Education, Multilingual Matters, Sharwood Smith, Developmental Psychology, Harvard University Press, Puerto Rican, Working Papers, Northwestern University Press, Psychological Review, Applied Linguistics, Basic Books, Journal of Child Language, Plenum Press, Kenji Hakuta, Pergamon Press, Stanford University, The Hague, University of California New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 13
books:
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34
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- Child Development by Brown on page 139, and page 218
- Child Language (Cambridge Textbooks in Linguistics) by Alison J. Elliot on page 46
- Educational Psychology (Classics in Soviet Psychology Series) by L.S. Vygotsky on page 192
- Child Development (4th Edition) by Robert S. Feldman on page 219
- Child Development by Heather Brennand on page 89
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- Issues in Deaf Education by Susan Gregory on page 118, Back Matter (1), and Back Matter (2)
- Bilinguality and Bilingualism by Josiane F. Hamers in Back Matter (1), Back Matter (2), and Back Matter (3)
- Linguistic Awareness in Multilinguals: English as a Third Language by Ulrike Jessner in Back Matter (1), Back Matter (2), and Back Matter (3)
- The Bilingualism Reader by Wei Li on page 471, and Back Matter
- Third Language Learners (Second Language Acquisition) by Maria Pilar Safont Jorda in Back Matter (1), and Back Matter (2)
See all 34 books citing this book
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