The Cambridge handbook of child multilingualism / edited by Anat Stavans, Ulrike Jessner-Schmid.

Format:

Book

Contributor:

Sṭavans, ʻAnat, editor.

Jessner, Ulrike, editor.

Series:

Cambridge handbooks in language and linguistics.

Cambridge handbooks in language and linguistics

Language:

English

Subjects (All):

Multilingualism in children.

Physical Description:

1 online resource (xvii, 678 pages) : digital, PDF file(s).

Edition:

1st ed.

Place of Publication:

Cambridge ; New York : Cambridge University Press, 2022.

Summary:

Childhood multilingualism has become a norm rather than an exception. This is the first handbook to survey state-of-the-art research on the uniqueness of early multilingual development in children growing up with more than two languages in contact. It provides in-depth accounts of the complexity and dynamics of early multilingualism by internationally renowned scholars who have researched typologically different languages in different continents. Chapters are divided into six thematic areas, following the trajectory, environment and conditions underlying the incipient and early stages of multilingual children's language development. The many facets of childhood multilingualism are approached from a range of perspectives, showcasing not only the challenges of multilingual education and child-rearing but also the richness in linguistic and cognitive development of these children from infancy to early schooling. It is essential reading for anyone interested in deepening their understanding of the multiple aspects of multilingualism, seen through the unique prism of children.

Contents:

Cover

Half-title

Series information

Title page

Copyright information

Contents

List of Figures

List of Tables

About the Editors

List of Contributors

Acknowledgments

Multilingualism Is Not Bilingualism +1: An Introduction

References

Part One Becoming and Being a Multilingual Child

1 Infant Bi- and Multilingual Development

1.1 Introduction

1.1.1 An Overview of Infant Bilingualism Research

1.1.2 Infant Bi- and Multilingualism and Cognition

1.1.3 Perception and Processing Patterns in Bi- and Multilingual Infants

1.2 Phonetic/Phonological Development

1.2.1 Cross-linguistic Influences at the Phonetic Level: Aspiration

1.2.2 Contrast According to Voice

1.2.3 Vowels

1.3 Lexical and Grammatical Development

1.3.1 Lexical Development: Child 1

1.3.2 Lexical Development: Child 2

1.4 Metalinguistic Awareness

1.5 Closing Remarks

2 The Development of Childhood Multilingualism in Languages of Different Modalities

2.1 Introduction

2.2 Multifaceted Linguistic Landscape and Environment of Children Acquiring Multilingualism across Different Modalities

2.3 Multilingual Language Exposure and the Input of Children Acquiring Multilingualism across Different Modalities

2.4 Becoming Bimodal Multilingual

2.5 Dynamic Linguistic Proficiency and Languages in Use

2.6 Conclusion

3 Multilingualism in Early Childhood: The Role of the Input

3.1 Introduction

3.2 Theoretical Approaches to Language Acquisition

3.3 Early Case Studies of Multilingual Acquisition

3.4 Age of Acquisition (AofA)

3.5 Language Mixing in the Input

3.6 Studies of Code-Switching in Children

3.7 Relation between Adult and Child Switching

3.8 Methodological Issues Concerning Mixing

3.9 Parental Report and the Neglect of Community Language Input.

3.10 Comparison of Adult and Child Corpora

3.11 Desiderata for Future Studies

3.12 Conclusion

4 Multilingual Education in Formal Schooling: Conceptual Shifts in Theory, Policy and Practice

4.1 Introduction

4.2 Multilingual Education Models: From Bilingualism to Trilingualism at School

4.3 The Conceptualisation of Multilingual Education in European Language Education Policies

4.3.1 From Foreign Language Teaching to Bi-Multilingual Education

4.3.2 Foreign Language Learning

4.3.3 The CLIL Model of Bilingual Education

4.3.4 Multilingual Education in International Languages

4.3.5 Multilingual Education in Regional Languages

4.4 Multilingual Language Education Policies in the Global South

4.4.1 Multilingual Education in Colonial and National/State Languages

4.4.2 Multilingual Education in Indigenous languages

4.4.3 Mother-Tongue-Based Education Models

4.4.3.1 India

4.4.3.2 Mainland China

4.4.3.3 South Africa

4.5 The Role of English and Dominant European Languages in Multilingual Education

4.6 Multilingual Education: New Theoretical approaches

4.7 Conclusion: Implications for Educators and Policymakers

Part Two Cognition and Faculties in Multilinguals

5 Language and Thought in Multilingual Children

5.1 What Is Bilingualism?

5.2 The Cognitive Consequences of Multilingualism

5.2.1 Age of Second Language Acquisition

5.2.2 Language Proficiency

5.2.3 Degree of Home Language Usage

5.2.4 Immersion

5.2.5 Fluency in More than Two Languages

5.3 How Early Do These Differences Emerge?

5.4 How Long Do These Differences Last?

5.5 Brain Development in Multilingual Children

5.5.1 Language Processing

5.5.2 Nonverbal Processing

5.5.3 Brain Structure

5.6 Domains That Involve Integrative Cognitive Processing

5.6.1 Theory of Mind.

5.6.2 Creativity and Problem Solving

5.7 Conclusion

6 Multilingual Exposure and Children's Effective Communication

6.1 Introduction

6.2 Bilingual/Multilingual Acquisition in the Incipient Stages of Development

6.2.1 The Capacity to Acquire Multiple Languages

6.2.2 Variability in the Level of Attainment in the Weaker Language

6.3 Communicating in Multiple Languages within the Family

6.3.1 Pragmatic Differentiation among Bilingual/Multilingual Children

6.3.2 Negotiating Language Choice and Its Dynamic Nature

6.4 Multilingual Children's Effective Communication

6.4.1 Cognitive Advantages of Bilingual/Multilinguals

6.4.2 Socio-cognitive Advantages of Bilingual/Multilinguals

6.4.3 Are Advantages in Communication Related to Executive Functioning?

6.5 Future Directions

7 Metalinguistic Awareness and Early Multilingual Learning

7.1 Introduction

7.2 Early Developments

7.3 Conceptual and Terminological Considerations

7.4 What Is Metalinguistic Awareness?

7.4.1 What Role Does Metalinguistic Awareness Play in Children's Multilingual Development?

7.5 A DMM Perspective on Metalinguistic Awareness

7.6 On the Integration and Co-influence of Multiple Languages in the Mind

7.7 Can Metalinguistic Awareness in Children Be Measured and If So, How?

7.8 How Do Meta- and Cross-linguistic Awareness and Skill Manifest in Children?

7.8.1 Phonological Awareness

7.8.2 Orthographical/Word Derivation Awareness

7.8.3 Strategy Use: Borrowing

7.8.4 Enhanced Multilingual Monitor: Morphosyntactic Awareness

7.8.5 Grammatical Awareness

7.9 Can Meta- and Cross-linguistic Thinking Be Trained, and If So, How?

7.9.1 Fostering Learner Autonomy and Self-Sufficiency

7.10 Outlook

8 Code-Switching among Bilingual and Trilingual Children

8.1 Introduction.

8.2 Code-Switching and Code-Mixing: Terminology, Patterns and Constraints

8.3 Code-Switching in Children and Adults: Same or Different?

8.4 Code-Switching or Fusion of Grammars: How Separate Are the Language Systems?

8.5 Frequency of Code-Switching and Development over Time

8.6 Differences in Code-Switching Practices around the World: Sociolinguistic Factors and Implications for Psycholinguistic Models of Code-Switching

8.7 Code-Switching among Trilinguals

8.8 Summary and Outlook to the Future

9 Children's Perception of Their Multilingualism

9.1 Introduction

9.2 Reflexive Visualizations: Theoretical and Methodological Implications

9.2.1 Biographical, Multimodal, Collaborative

9.2.2 The Language Portrait

9.3 Representing Multilingual Repertoires

9.3.1 Using Language Portraits in Schools

9.3.2 Presenting Oneself

9.3.3 Exploring Semiotic Resources

9.3.4 Relating to the Other

9.3.5 Opening up Spaces

9.4 Summary and Outlook

10 Multilingualism and Language Play

10.1 Importance of Play in Children's Language Development

10.2 Definition of LP

10.3 LP in L1 Studies

10.4 LP in Multilingual Children

10.4.1 Language Play in Ln learners

Affective Filter

Face-Saving Device

Mnemonic Effects

Interlanguage Destabilization

Intrinsic Motivation

Multiparty Interaction

Multilingual Identity

Multicompetence

Expression of Ln Learners' Own Voices

10.4.2 Language Play in Simultaneous Multilinguals

10.4.2.1 Participant Information

10.4.2.2 Characteristics of Linguistic Forms in LP

Phonological Play

Lexical-Semantic Play

Morphological Play

Syntactic Play

Pragmatic Play

10.5 Discussion

10.5.1 Discourse Strategies

10.5.2 LP as a Resignifying Practice

10.5.3 Syncretism

10.5.4 Code-Switching

10.5.5 Multicompetence.

Linguistic Competence

Metalinguistic Competence

Cultural Competence

Theory of Mind Competence

10.6 Thoughts on Future Research Directions

10.6.1 Parental Language Socialization and LP

10.6.2 Language Types and LP

10.6.3 Multilingual LP Development

10.6.4 Bidirectionality

10.7 Educational Implications

Part Three Family Language Policy

11 Establishing and Maintaining a Multilingual Family Language Policy

11.1 Introduction

11.2 Development of the Field

11.3 Major Contributions

11.3.1 Child Language Acquisition

11.3.2 FLP and Social Forces

11.4 Family Language Policy in Multilingual Families

11.4.1 Emotion and FLP

11.4.2 FLP, Identity and Cultural Practices

11.4.3 Child Agency in FLP

11.5 Implications and Future Directions

12 Parental Input in the Development of Children's Multilingualism

12.1 Introduction

12.2 Quantity and Quality of Input

12.2.1 Quantity of Input

12.2.2 Quality of Input

12.2.3 How Is Input Measured?

12.3 Family Language Policy and Input

12.3.1 Language Ideologies: Parental Attitudes and Beliefs

12.3.2 Language Management: Input Planning, Input Patterns, and Input Strategies

Input Patterns

Input Strategies

12.3.3 Language Practices: Language Behaviour and Child Agency

12.4 Conclusion

13 Multilingualism, Emotion, and Affect

13.1 Interdisciplinary Perspectives on Emotions and Affect

13.2 Language and Literacy Pedagogies

13.2.1 Multimodality

13.2.2 Children's Multilingualism and Multiliteracies in the US Educational Context

13.2.3 The Potential of Photographs

13.3 Working with Immigrant Mothers to Coauthor Digital Picture Books with Their American-Born Children

13.4 Creating Pedagogical Opportunities for Linguistic, Sociocultural, and Affective Connections

13.5 Discussion.

References.

Notes:

Title from publisher's bibliographic system (viewed on 18 Aug 2022).

ISBN:

1-108-58415-2

1-108-62676-9

1-108-66977-8

OCLC:

1286068977