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This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.
Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.
This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.
This book provides pre-service and practising teachers with an integrated approach to language and literacy learning in early childhood. Written by leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning - from birth through to the pre-school years. Emphasising the importance of imagination and the arts in language learning, this book addresses a wide range of contemporary issues, highlights the impact of diverse socioeconomic, language and cultural backgrounds on young children's language and literacy development, and shows how early childhood teachers can effectively partner with parents and caregivers to help children learn through and about language. Case studies, interviews, reflective questions, clear links to the Early Years Learning Framework and the Australian Curriculum, and a rich array of practical and creative activities for use in early childhood environments help students connect theory and current research to practice.
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
This is a comprehensive and accessible guide to the methods researchers use to study child language, written by experienced scholars in the study of language development. Presents a comprehensive survey of laboratory and naturalistic techniques used in the study of different domains of language, age ranges, and populations, and explains the questions addressed by each technique Presents new research methods, such as the use of functional Near Infrared Spectroscopy (fNIRS) to study the activity of the brain Expands on more traditional research methods such as collection, transcription, and coding of speech samples that have been transformed by new hardware and software
It has long been established that bilingual speakers are rarely balanced in their languages so that one language is dominant. The contributions to the Research Topic “Bilingual Language Development: The Role of Dominance” focus on the potential effects of language dominance on the competence and processing of bilinguals, covering a large variety of language combinations and domains. Important aspects of such work are the interplay of L1-maintenance/attrition and possible L2-dominance, the direction of cross-linguistic influence (CLI) or code-mixing, as well as the effects of bilingualism on cognitive development, each addressed in several contributions. However, such research presupposes a definition of dominance, which is far from being settled. This gives rise to considerable differences in the operationalization of the concept across studies. The studies in this Research Topic present a multifaceted picture of the role of language dominance for L1-maintenance/attrition, L2-development and CLI. Though a unified story cannot emerge for such a complex subject, interesting new venues are explored including the impact of dominance shift during L1-re-exposure, comparisons of different types of bilingual groups, or operationalization of dominance through experiential measures. The variety of approaches and results is in part owed to the many language combinations studied and the fact that bilingual children, adults and atypical speakers are investigated. This diversity constitutes the interest of this Research Topic.
This volume explores Chinese reading development, focusing on children in Chinese societies and bilingual Chinese-speaking children in Western societies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children’s literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, and socio-cultural factors that underlie language and literacy development. In addition, the book identifies instructional practices that can enhance literacy development and academic achievement. This volume offers an integrative framework of Chinese reading, and deepens our understanding of the intricate processes that underlie Chinese children’s literacy development. It promotes research in reading Chinese and celebrates the distinguished and longstanding career of Richard C. Anderson.
The progression from newborn to sophisticated language user in just a few short years is often described as wonderful and miraculous. What are the biological, cognitive, and social underpinnings of this miracle? What major language development milestones occur in infancy? What methodologies do researchers employ in studying this progression? Why do some become adept at multiple languages while others face a lifelong struggle with just one? What accounts for declines in language proficiency, and how might such declines be moderated? Despite an abundance of textbooks, specialized monographs, and a couple of academic handbooks, there has been no encyclopedic reference work in this area--until now. The Encyclopedia of Language Development covers the breadth of theory and research on language development from birth through adulthood, as well as their practical application. Features: This affordable A-to-Z reference includes 200 articles that address such topic areas as theories and research tradition; biological perspectives; cognitive perspectives; family, peer, and social influences; bilingualism; special populations and disorders; and more. All articles (signed and authored by key figures in the field) conclude with cross reference links and suggestions for further reading. Appendices include a Resource Guide with annotated lists of classic books and articles, journals, associations, and web sites; a Glossary of specialized terms; and a Chronology offering an overview and history of the field. A thematic Reader’s Guide groups related articles by broad topic areas as one handy search feature on the e-Reference platform, which includes a comprehensive index of search terms. Available in both print and electronic formats, Encyclopedia of Language Development is a must-have reference for researchers and is ideal for library reference or circulating collections.