Bilingual competence and bilingual proficiency in child development

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

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.

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Bibliographic Details
Main Author: Francis, Norbert
Format: eBook
Language:English
Published: Cambridge, Mass. : The MIT Press, 2012.
©2012
Subjects:
Bilingualism in children.
Language acquisition.
Competence and performance (Linguistics)
EDUCATION > Bilingual Education.
Bilingualism in children
Language acquisition
Online Access:Click for online access
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Table of 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. 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.

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