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Bilingual competence and bilingual proficiency in child development /
In this volume, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge, Mass. :
The MIT Press,
2012.
©2012 |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Francis, Norbert. | |
| 245 | 1 | 0 | |a Bilingual competence and bilingual proficiency in child development / |c Norbert Francis. |
| 260 | |a Cambridge, Mass. : |b The MIT Press, |c 2012. | ||
| 264 | 4 | |c ©2012 | |
| 300 | |a 1 online resource (xvi, 394 pages) | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a In this volume, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g 1. |t Introduction: The Problem of Language Acquisition When There Are Two -- |g 1.1. |t Bilingual Proficiency and Bilingual Competence -- |g 1.2. |t Knowledge That Outstrips Experience -- |g 1.3. |t Modularity -- |g 1.4. |t Study of Indigenous-Language Bilingualism in Mexico -- |g 1.5. |t Looking Ahead: Overview of the Chapters -- |g 2. |t Bilingualism in School -- |g 2.1. |t When Second Language Learning Is Not Optional -- |g 2.2. |t Bilingualism, Diglossia, and Literacy -- |g 2.3. |t Componential Approach to Language Ability Solves a Practical Problem in Second Language Learning -- |g 2.4. |t New Democracy in South Africa: The Challenge of a Multilingual Language Policy -- |g 2.5. |t Possible Counterexample from North Africa -- |g 2.6. |t Program Design Based on a Concept from Sociolinguistics -- |g 3. |t Debate on the Nature of Bilingual Proficiency: Distinguishing between Different Kinds of Language Ability -- |g 3.1. |t First Language and Second Language in Literacy Learning -- |g 3.2. |t Concepts of Bilingual Proficiency: Background to the Debate -- |g 3.3. |t Proposed Modification of Cummins's Model -- |g 3.4. |t Literacy Learning at the San Isidro Bilingual School: A Follow-Up Study -- |g 3.5. |t Comparing Results from Both Languages -- |g 3.6. |t Using the New Model to Describe Different Kinds of Interdependence -- |g 3.7. |t Components and Connections -- |g 4. |t Componential Approaches to the Study of Language Proficiency -- |g 4.1. |t Vygotsky and Luria: The Concept of "Inner Speech" -- |g 4.2. |t Metacognition: Language at the Service of Higher-Order Thinking -- |g 4.3. |t Compartmentalization of the Bilingual Mind -- |g 4.4. |t Bilingualism as a Showcase for the Internal Diversity of Language Proficiency -- |g 4.5. |t Advancing the Research Program on Bilingualism: The Need for Clarity and Reflection -- |g 5. |t Research on the Components of Bilingual Proficiency -- |g 5.1. |t Maximum Imbalance in Bilingualism -- |g 5.2. |t Separation of the Linguistic Subsystems -- |g 5.3. |t How Bilingual Speech Constitutes Evidence of Language Separation -- |g 5.4. |t Contradictions of an Integrativist Approach -- |g 5.5. |t Bilingual Version of the Tripartite Parallel Architecture -- |g 5.6. |t More Opportunities for Research on Uneven Development -- |g 6. |t Critical Period, Access to Universal Grammar in First and Second Language, and Language Attrition -- |g 6.1. |t Overview of the Chapter -- |g 6.2. |t Concept of Language Attrition -- |g 6.3. |t What the Research Says about First Language Attrition -- |g 6.4. |t Critical Period Hypothesis -- |g 6.5. |t Is Second Language Competence Universal Grammar-Constrained? -- |g 6.6. |t Acquisition and Learning in the Second Language -- |g 6.7. |t Wider Discussion: Applying Concepts to New Research -- |g 7. |t Analysis of Academic Language Proficiency -- |g 7.1. |t Secondary Discourse Ability + Metalinguistic Awareness -- |g 7.2. |t Development of Narrativization and Levels of Narrative Ability -- |g 7.3. |t Language Development -- Grammar -- |g 7.4. |t Access to Shared Academic Proficiencies in Biliteracy -- |g 7.5. |t Linking Secondary Discourse Ability and Metalinguistic Awareness at the Discourse, Sentence, and Word Levels -- |g 8. |t Metalinguistic Awareness, Bilingualism, and Writing -- |g 8.1. |t Metalinguistic Development and Bilingualism -- |g 8.2. |t Metalinguistic Awareness in Literacy and Second Language Learning -- |g 8.3. |t Study of Children's Perceptions of Focus on Form -- |g 8.4. |t Children's Development of a Reflective Posture toward Writing: Results from Spanish -- |g 8.5. |t Metalinguistic Awareness as a Component of Literacy Ability -- Writing in Particular -- |g 8.6. |t Possible Implications for Teaching Writing Skills -- |g 8.7. |t Children's Development of a Reflective Posture toward Writing: Results from Nahuatl -- |g 8.8. |t Revision/Correction Assessment in Nahuatl -- |g 8.9. |t Comparison of Performance between the Languages -- |g 8.10. |t Internal Resources and External Factors -- |g 8.11. |t Applying Different Kinds of Knowledge in Literacy Development -- |g 9. |t Metalinguistic Awareness, Bilingualism, and Reading -- |g 9.1. |t Modular Approaches to the Study of Reading -- |g 9.2. |t Study of Focus on Form in Reading -- |g 9.3. |t Development of a Reflective Posture toward Reading Comprehension -- |g 9.4. |t One Way in Which Children Learn to Use Context Strategically -- |g 9.5. |t Future Research on Literacy Learning, Metalinguistic Awareness, and Bilingualism -- |g 9.6. |t Does the Use of Context Contradict Modularity in Reading? -- |g 10. |t Conclusion: Results and Prospects -- |g 10.1. |t Parts to Whole: What's Natural and What's Unnatural in Language Learning? -- |g 10.2. |t Versions of Modularity and Pending Questions in Bilingual Research -- |g 10.3. |t Language Diversity, Cognition, and Culture. |
| 546 | |a English. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Bilingualism in children. | |
| 650 | 0 | |a Language acquisition. | |
| 650 | 0 | |a Competence and performance (Linguistics) | |
| 650 | 2 | |a Language Development | |
| 650 | 6 | |a Langage |x Acquisition. | |
| 650 | 6 | |a Compétence et performance (Linguistique) | |
| 650 | 7 | |a EDUCATION |x Bilingual Education. |2 bisacsh | |
| 650 | 7 | |a Bilingualism in children |2 fast | |
| 650 | 7 | |a Competence and performance (Linguistics) |2 fast | |
| 650 | 7 | |a Language acquisition |2 fast | |
| 653 | |a LINGUISTICS & LANGUAGE/General | ||
| 758 | |i has work: |a Bilingual competence and bilingual proficiency in child development (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGBdYKHDQVBVptDDXv9r9C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Francis, Norbert. |t Bilingual competence and bilingual proficiency in child development. |d Cambridge, Mass. : The MIT Press, 2012 |z 9780262016391 |w (DLC) 2011010003 |w (OCoLC)707726480 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=3339345 |z Texto completo |
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