Bilingual competence and bilingual proficiency in child development /

Mostrar otras versiones (1)

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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Francis, Norbert
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Cambridge, Mass. : The MIT Press, 2012.
©2012
Temas:
Bilingualism in children.
Language acquisition.
Competence and performance (Linguistics)
Language Development
Langage > Acquisition.
Compétence et performance (Linguistique)
EDUCATION > Bilingual Education.
Bilingualism in children
Language acquisition
LINGUISTICS & LANGUAGE/General
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Machine generated contents note: 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.

Ejemplares similares