The view that a bilingual speaker, or a speaker acquiring more than one language, is the sum of two —or more— monolinguals is proving to be a myth rather than a reality. Accordingly, this book provides a new profile of children and young people becoming bilingual or multilingual in today’s multicultural Spain. The chapters present studies on the acquisition of the four official languages plus the languages of several new communities. They include descriptive, functional, pragmatic and formal perspectives, covering phonetics, lexis, morphology and syntax, as well as code mixing and input, bilingual twins, SLI bilingualism, narratives, literacy, age and stay abroad effects. The book should be of interest to graduate students and researchers working in the field of second and foreign language acquisition and multilingualism, language planners, language teachers and families alike.
สารบัญ
Acknowledgements
Introduction
Prologue by Miquel Siguan
1 Issues in the Acquisition of Two or More Languages in Multilingual Environments – Carmen Pérez-Vidal, Maria Juan-Garau and Aurora Bel
Part 1: The Early Acquisition of Two or More Languages Within the Family Context
2 Early Galician/Spanish Bilingualism: Contrasts with Monolingualism – Miguel Pérez Pereira
3 Early Trilingualism: The Development of Communicative Competence in English Alongside Basque and Spanish – Julia Barnes
4 Influence of the Linguistic Environment on the Development of the Lexicon and Grammar of Basque Bilingual Children – Andoni Barreña, Mª José Ezeizabarrena and Iñaki García
5 Null and Overt Subjects in the Developing Grammars (L1 English/L1 Spanish) of Two Bilingual Twins – Juana M. Liceras, Raquel Fernández Fuertes and Rocío Pérez-Tattam
6 Contributions from Bilingual Specific Language Impairment in Catalan and Spanish to the Understanding of Typical and Pathological Language Acquisition – Mònica Sanz-Torrent, Iris Badia and Miquel Serra
7 The Simultaneous Development of Narratives in English and Spanish – Esther Álvarez
Part 2: Bilingual and Multilingual Acquisition at Later Ages and in Instructional Settings
8 Classroom Bilingualism at an Early Age: Towards a More Natural EFL Context – Ana Llinares García
9 First Language Influence on Second Language Acquisition: The Case of Immigrant L1 Soninke, Tagalog and Chinese Children Learning Catalan – Elisabeth Serrat, Lluïsa Gracia and Laia Perpiñá
10 Predicting Enhanced L3 Learning in Bilingual Contexts: The Role of Biliteracy – Cristina Sanz
11 Learning Context Effects on the Acquisition of a Second Language Phonology – Joan C. Mora
12 Non-adult Long-distance wh-questions in the Non-native Acquisition of English – Junkal Gutierrez Mangado and María del Pilar García Mayo
เกี่ยวกับผู้แต่ง
Aurora Bel is Associate Professor at the Universitat Pompeu Fabra (Barcelona, Spain). She currently teaches Language Acquisition and Psycholinguistics. Her interests comprise the acquisition of Spanish and Catalan as first and second languages in multilingual environments, particularly the acquisition of morphosyntax and semantics. Her latest publications include the acquisition of agreement and the study of the knowledge and factors that explain the use of grammatical subjects by different populations of learners (L1, L2). Recently she is also focusing on the abnormal development of language and the language of translators.
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