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120110s2012 mau o 00 0 eng d |
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|z 2011010003
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|a 9780262298384
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|z 0262016397
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|z 0262298384
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|z 9780262016391
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|a (OCoLC)833586895
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|a MdBmJHUP
|c MdBmJHUP
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|a Francis, Norbert.
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|a Bilingual Competence and Bilingual Proficiency in Child Development /
|c Norbert Francis.
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264 |
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|a Cambridge, Mass. :
|b The MIT Press,
|c 2012.
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264 |
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3 |
|a Baltimore, Md. :
|b Project MUSE,
|c 2013
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264 |
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|c ©2012.
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300 |
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|a 1 online resource (416 pages).
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|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.
|
520 |
8 |
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|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.
|
546 |
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|a English.
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588 |
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|a Description based on print version record.
|
650 |
|
7 |
|a Language acquisition.
|2 fast
|0 (OCoLC)fst00992119
|
650 |
|
7 |
|a Competence and performance (Linguistics)
|2 fast
|0 (OCoLC)fst00871436
|
650 |
|
7 |
|a Bilingualism in children.
|2 fast
|0 (OCoLC)fst00831759
|
650 |
|
7 |
|a EDUCATION
|x Bilingual Education.
|2 bisacsh
|
650 |
|
6 |
|a Competence et performance (Linguistique)
|
650 |
|
6 |
|a Langage
|x Acquisition.
|
650 |
|
2 |
|a Language Development
|
650 |
|
0 |
|a Competence and performance (Linguistics)
|
650 |
|
0 |
|a Language acquisition.
|
650 |
|
0 |
|a Bilingualism in children.
|
655 |
|
7 |
|a Electronic books.
|2 local
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710 |
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|a Project Muse.
|e distributor
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830 |
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|a Book collections on Project MUSE.
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856 |
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|z Texto completo
|u https://projectmuse.uam.elogim.com/book/19783/
|
945 |
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|a Project MUSE - Custom Collection
|
945 |
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|a Project MUSE - 2011 Complete Supplement
|
945 |
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|a Project MUSE - 2011 Language and Linguistics
|