Research Catalog

Title

Bilingual competence and bilingual proficiency in child development / Norbert Francis.

Author

Francis, Norbert.

Publication

Cambridge, Mass. : The MIT Press, 2012.

Items in the Library & Off-site

Holdings

Details

Description

xvi, 394 p. : ill.; 24 cm.

Uniform Title

Project Muse UPCC books

Subject

• Bilingualism in children
• Language acquisition
• Competence and performance (Linguistics)
• Language Development

Bibliography (note)

• Includes bibliographical references and index.

Processing Action (note)

• committed to retain

Contents

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.A 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.A 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.A Possible Counterexample from North Africa -- 2.6.Program Design Based on a Concept from Sociolinguistics -- 3.The 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.A 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.A Bilingual Version of the Tripartite Parallel Architecture -- 5.6.More Opportunities for Research on Uneven Development -- 6.The Critical Period, Access to Universal Grammar in First and Second Language, and Language Attrition -- 6.1.Overview of the Chapter -- 6.2.The Concept of Language Attrition -- 6.3.What the Research Says about First Language Attrition -- 6.4.The Critical Period Hypothesis -- 6.5.Is Second Language Competence Universal Grammar-Constrained? -- 6.6.Acquisition and Learning in the Second Language -- 6.7.A Wider Discussion: Applying Concepts to New Research -- 7.An Analysis of Academic Language Proficiency -- 7.1.Secondary Discourse Ability + Metalinguistic Awareness -- 7.2.The 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.A 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.The Revision/Correction Assessment in Nahuatl -- 8.9.A 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.A Study of Focus on Form in Reading -- 9.3.The 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.

ISBN

• 9780262016391 (alk. paper)
• 0262016397 (alk. paper)

LCCN

^^2011010003

OCLC

• 707726480
• SCSB-13200678

Owning Institutions

Harvard Library