Trilingual language acquisition : contextual factors influencing active trilingualism in early childhood

Trilingual language acquisition : contextual factors influencing active trilingualism in early childhood / Sarah Chevalier, University of Zurich.

Saved in:
Bibliographic Details
Main Author: Chevalier, Sarah
Format: eBook
Language:English
Published: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2015]
Series:Trends in language acquisition research ; 16.
Subjects:
Multilingualism in children.
Language acquisition > Age factors.
Education, Bilingual.
EDUCATION > Bilingual Education.
Education, Bilingual
Language acquisition > Age factors
Multilingualism in children
Online Access:Click for online access
Table of Contents:
  • Trilingual Language Acquisition; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; 1. Introduction; 2. Bilingual language acquisition research: A review of the literature; 2.0 Introduction ; 2.1 Döpke (1992) ; 2.2 Lanza (2004) ; 2.3 Nicoladis and Genesee (1998) ; 2.4 Kasuya (1998) ; 2.5 Juan-Garau and Pérez-Vidal (2001) ; 2.6 Comeau, Genesee and Lapaquette (2003) ; 2.7 De Houwer (2007) ; 2.8 Gathercole and Thomas (2009) ; 2.9 De Houwer (2009) ; 2.10 Tare and Gelman (2010, 2014) ; 2.11 Conclusion ; 3. Trilingual language acquisition studies; 3.0 Introduction
  • 3.1 Hoffmann (1985) 3.2 Hélot (1988) ; 3.3 Mikès (1990) ; 3.4 Faingold (1999) ; 3.5 Barron-Hauwaert (2000) ; 3.6 Dewaele (2000, 2007) ; 3.7 Quay (2001) ; 3.8 De Houwer (2004) ; 3.9 Maneva (2004) ; 3.10 Montanari (2005) ; 3.11 Barnes (2006) ; 3.12 Stavans and Swisher (2006) ; 3.13 Cruz Ferreira (2006) ; 3.14 Kazzazi (2007, 2011) ; 3.15 Quay (2008) ; 3.16 Wang (2008) ; 3.17 Braun and Cline (2010) ; 3.18 Conclusion ; 4. A study of trilingual language acquisition in context: Methodology; 4.0 Introduction ; 4.1 The families and the data collection ; 4.2 Transcription
  • 4.2.1 Names of transcriptions 4.2.2 Recordings chosen for transcription ; 4.2.3 Lag between recording and transcription ; 4.2.4 Section of the recording transcribed ; 4.2.5 What was transcribed ; 4.2.6 Transcribers and transcribing time ; 4.2.7 Transcription conventions ; 4.2.8 Determining the utterance ; 4.2.9 Determining the turn ; 4.3 Language coding ; 4.3.1 Seven basic varieties ; 4.3.2 Other ; 4.3.3 Further languages and language combinations ; 4.4 Conclusion ; 5. The children's language production; 5.0 Introduction ; 5.1 Relative quantity ; 5.2 Language dominance
  • 5.2.1 Mean Length of Utterance and Upper Bound 5.2.2 Cross-linguistic influence: morphological ; 5.2.3 Cross-linguistic influence: syntactic, semantic and phonological ; 5.2.4 Self-talk ; 5.2.5 Comprehension ; 5.2.6 Caregivers' views ; 5.3 Conclusion ; 6. "He spends a lot of time with his grandmother": Contextual factors; 6.0 Introduction ; 6.1 Consistency in following the one person, one language strategy ; 6.2 Amount of input ; 6.3 Language constellations ; 6.4 Variety of contacts ; 6.5 Status of languages ; 6.6 Conclusion ; 7. "What does Shelly say?": Focus on caregiver discourse styles
  • 7.0 Introduction 7.1 Responses to mixing: parental discourse strategies revisited ; 7.1.1 Instruction to translate ; 7.1.2 Minimal grasp ; 7.1.3 Expressed guess ; 7.1.4 Adult repetition ; 7.1.5 Moving on ; 7.1.6 Code-switching ; 7.1.7 No response to mixing ; 7.1.8 Special cases in coding ; 7.1.9 Children's reactions to the three constraining responses ; 7.2 Responses of Lina's caregivers ; 7.2.1 Responses of Lina's mother ; 7.2.2 Responses of Lina's father ; 7.2.3 Responses of Lina's aunt ; 7.3 Responses of Elliot's caregivers ; 7.3.1 Responses of Elliot's mother

Similar Items