Multifaceted Multilingualism.

Format:

Book

Author/Creator:

Grohmann, Kleanthes K.

Series:

Studies in Bilingualism Series

Studies in Bilingualism Series ; v.66

Language:

English

Subjects (All):

Sociolinguistics.

Language and culture.

Physical Description:

1 online resource (446 pages) : olor illustrations.

Edition:

1st edition.

Place of Publication:

Amsterdam/Philadelphia : John Benjamins Publishing Company, 2024.

Summary:

This volume collects research on language, cognition, and communication in multilingualism.

Contents:

Intro

Dedication page

Table of contents

Preface

Chapter 1 Introducing multifaceted multilingualism

1. The many faces of multilingualism

2. The early years

3. Issues in everyday life

4. From the past to the future

5. Outlook

Acknowledgements

References

Part I The early years

Chapter 2 To acquire a recursive grammar, children start with a recursive procedure (MERGE)

1. Introduction

2. The minimalist program

3. Previous research

4. Experiments4

4.1 Experiment with English-speaking children

4.2 An example story

4.3 Results

4.4 Experiment with Mandarin-speaking children

4.5 Example story

4.6 Results

5. Corpus studies

6. General discussion

7. Conclusion

Chapter 3 Pitfalls and promises of dialect in the classroom

1. African American English

2. History and origins of African American English

3. Pitfalls

4. The politics of language variation in the U.S.

4.1 Ann Arbor Black English decision

4.2 Oakland Ebonics resolution

5. Educational impact of language variation

5.1 Teacher expectations

5.2 Literacy development

6. Reading

7. Writing

8. Promises and future directions for AAE in the classroom

9. Welcoming AAE into the classroom

10. Linguistic accommodation and translanguaging

11. Teacher training and professional development

12. Conclusions

Chapter 4 Microstructural properties in the narrative retellings of young English learners in EMI schools in India

2. Microstructure skills in bilingual children's narratives and the role of input

3. Finiteness in English and Telugu

4. Literacy and oral language skills in L2 development

5. Research questions and hypotheses

6. The study

5.1 Participants

5.2 Language experience

5.3 Tasks and method.

5.3.1 ASER literacy test

5.3.2 ASER scoring and analysis

5.3.3 Narrative retelling task

5.3.3 Data analysis

5.3.4 Analyses

6. Results

6.1 How do children perform on microstructure in L2 English narratives?

6.2 How is microstructure in English narratives linked to oral language input in the classroom?

6.3 How is microstructure in English narratives related to literacy in English and minority language use at home?

6.4 How is microstructure in English narratives related to demographic variables such as Age and Gender?

7. Discussion

8. Conclusion

Funding

Acknowledgments

Appendix A. Child questionnaire

Part A

Part B

Part C

Part D

Appendix B. Teacher/classroom observation

Section 1

Section 2

Section 3

Section 5

Section 6. Good practice table

Chapter 5 Multilingual advantages

2. On multilingual advantages

3. Conditions on learning advantages

3.1 Balanced bilinguals (additive bilingualism)

3.2 Bilingual heritage speakers

3.3 Institutionally planned multilingualism

3.4 Minority languages

3.5 Multilingual ELF contexts

4. The conceptual basis of multilingual learning advantages

4.1 The interaction of type of bilingualism and language knowledge

4.2 Explaining the differences

4.3 Implications for the teaching of additional languages

5. Summary and conclusion

Part II Issues in everyday life

Chapter 6 Diglossia and developmental language disorder (DLD) in Arabic

2. Issues in language acquisition in Arabic diglossia

3. The role of diglossia in language development and disorder in Arabic

3.1 Lexical distance/proximity

3.2 Phonological distance/proximity

3.2.1 Phonemic structure

3.2.2 Phonological length and complexity

3.3 Morphological distance/proximity.

3.3.1 Inflectional morphology

3.3.2 Derivational morphology

4. Discussion

4.1 Impact of linguistic distance vis-à-vis proximity on language acquisition in children

4.2 Impact of linguistic distance vis-à-vis proximity on diagnosis of children with DLD

5. Conclusion

Chapter 7 "Grammar, I hate" or "I grammar hate"?

2. Developmental language disorder

3. Word order typology of English and Chinese

4. Methods

4.1 Participants

4.2 Ethics

4.3 Materials and procedure

4.4 Analysis and results

5. Discussion

Chapter 8 Bilingualism matters

1.1 Language and bilingualism in TD children

1.2 Cognition and bilingualism in TD children

1.3 Bilingualism in children with ASD and DLD

2. Method

2.1 Participants

2.2 General procedure

2.3 Materials and procedure

2.4 Analysis plan

3. Results

3.1 Language ability screening tasks

3.2 EF task

3.3 ToM task

Chapter 9 Multimodal story-retelling

1.1 Types of gestures

1.2 Cognitive load and gestures

1.3 Information Packaging Hypothesis

1.4 Gesture-for-Conceptualization Hypothesis

2. Methodology

2.1 Participants and stimuli

2.2 Tasks

2.3 Gesture coding

3. Results and discussion

3.1 Cognitive load and frequency of gestures

3.2 Cognitive load and duration of gestures

3.3 Functions of co‑speech and co‑thought gestures

4. Conclusion

Appendix A. Structures of story retelling of Sylvester and the Tweety bird

Chapter 10 Raising awareness of stroke, stroke survivor-perspectives, and stroke-carer research

2. Stroke awareness

3. When FAST is lost in translation

4. CALD stroke-survivor and primary care giver perspectives.

4.1 Renegotiating the new self after stroke

4.2 Identifying the unmet needs of stroke primary carers from CALD backgrounds

Part III From the past to the future

Chapter 11 Heritage language education

2. The importance of a needs analysis

3. The main goals of HL education

4. Five dimensions in HL education programs

5. Future directions in HL education

6. Conclusion

Chapter 12 Explaining gender

2. Gender in Spanish

2.1 Gender within the nominal domain

2.2 Agreement under attraction

2.3 Interim summary

3. Implications for theories of gender

3.1 Background assumptions

3.2 The role of determiners in gender assignment

3.3 On the grammatical representation of gender in heritage language

Chapter 13 Meaning without borders

1. Ways of speaking about language mixing

2. Transposition

3. Multiform meaning, and the differences between speech and text

4. Varieties of language mixing in pedagogical practice

5. Digital transpositions

6. Towards a pedagogical repertoire in another language learning

5.1 Bringing the experiences of everyday meaning to class (Situated practice: 1)

5.2 Experiencing new realms of meaning (Situated practice: 2)

5.3 Conceptualizing meaning patterns, or grammatical thinking

5.4 Analytical learning

5.5 Applying (Transformed practice: 1)

5.6 Creative, design and life-transformative practices (Transformed practice: 2)

Chapter 14 Language alternation is not always translanguaging

1. Preamble

2. Bilingual education and translanguaging

2.1 'Two solitudes'

2.2 Translanguaging

3. Language/code alternation in language teaching in Cyprus.

3.1 Linguistic context and educational policies and practices

3.2 Translanguaging or 'unsafe' language alternation?

3.2.1 Methodology

3.2.2 Findings

5. Conclusions

Chapter 15 The sociolinguistics of urban multilingualism

2. The sociolinguistics of global migration

3. Migration to Canada and Australia

4. Ethnolinguistic variation in Toronto

5. Ethnolinguistic variation in Melbourne

Chapter 16 Barossa German

1. Barossa German project

2. Immigration to South Australia

3. German maintenance in Lutheran communities

4. The suppression of German

5. Barossa Deutsch

6. German maintenance and revival in the Barossa

Index.

Notes:

Title from online title page (viewed on April 9, 2024).

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

ISBN:

90-272-4703-X

Access Restriction:

Restricted for use by site license.