The bilingual child. Early development and language contact. 1. publ.

Autor/inn/en	Yip, Virginia; Matthews, Stephen
Titel	The bilingual child. Early development and language contact. 1. publ.
Quelle	Cambridge u.a.: Cambridge Univ. Press (2007), XXIII, 295 S.Verfügbarkeit
Reihe	Cambridge approaches to language contact
Beigaben	grafische Darstellungen; Literaturangaben S. 265-286
Zusatzinformation	Inhaltsverzeichnis Information zu den Verfassern Verlagsangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-521-54476-4; 978-3-12-534199-9
Schlagwörter	Empirische Forschung; Methodologie; Vergleichsuntersuchung; Grammatik; Sprachentwicklung; Englisch; Bilinguale Erziehung; Chinesisch; Statistik; Problem; Theoriebildung; Asien; Hongkong; Kanton; Singapur
Abstract	How does a child become bilingual? Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child's profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children's developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact. Table of contents: 1. Introduction; 2. Theoretical framework; 3. Methodology; 4. Wh-interrogatives: to move or not to move?; 5. Null objects: dual input and learnability; 6. Relative clauses: transfer and universals; 7. Vulnerable domains and the directionality of transfer; 8. Bilingual development and contact-induced grammaticalization; 9. Conclusions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1