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There is growing recognition that 'context' is important for bilingual language development, but understanding of that context remains underdeveloped. This innovative study, spanning the fields of bilingualism, ethnicity and family studies, shows how language use in intermarried families is deeply intertwined with the experience of everyday childrearing, in specific socio-historical contexts. This is why, despite good intentions, expert advice and effort, bilingual-child rearing often encounters difficulties. Conversely, drawing on in-depth interviews of twenty eight Japanese mother - British father families in the UK, the study uses a focus on language issues to portray actual childrearing dynamics and 'situated ethnicity' in intermarried families. Presenting a vivid picture of the 'invisible work' of mothers in these families, and how they attempt to resolve conflicting pressures and demands over childrearing, language and education, the author shows the importance of 'recognition' and shared responsibility. This book will interest researchers, practitioners and parents interested in bilingualism, ethnically diverse families and multicultural education.

Japanese language --- Sociolinguistics --- Great Britain --- Bilingualism --- Japanese --- Child rearing --- Languages --- Languages. --- Bilingualism in children --- Language and education --- Bilinguisme chez l'enfant --- Langage et éducation --- Japonais --- Education des enfants --- Langage --- LANGUAGE ARTS & DISCIPLINES --- Linguistics / General --- Philology & Linguistics --- Languages & Literatures --- Child raising --- Children --- Raising of children --- Rearing of children --- Training of children --- Child care --- Ethnology --- Development and guidance --- Management --- Training

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This volume is a collection of studies by some of the foremost researchers of French acquisition in the generative framework. It provides a unique perspective on cross-learner comparative research in that each chapter examines the development of one component of the grammar (functional categories) across different contexts in French learners: i.e. first language acquisition, second language acquisition, bilingual first language acquisition and specifically-language impaired acquisition. This permits readers to see how similar issues and morphosyntactic properties can be investigated in a range of various acquisition situations, and in turn, how each context can contribute to our general understanding of how these morphosyntactic properties are acquired in all learners of the same language. This state-of-the-art collection is enhanced by an introductory chapter that provides background on current formal generative theory, as well as a summary and synthesis of the major trends emerging from the individual studies regarding the acquisition of different functional categories across different learner contexts in French.

Psycholinguistics --- French language --- Bilingualism in children. --- Specific language impairment in children. --- Acquisition. --- Language acquisition. --- SLI (Specific language impairment) in children --- Specific language disability in children --- Language disorders in children --- Children --- Interpersonal communication in children --- Langage / Acquisition --- Français (Langue) / Acquisition --- Bilinguisme chez l'enfant --- Audimutité --- REFERENCE. --- LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems --- FOREIGN LANGUAGE STUDY. --- LANGUAGE ARTS & DISCIPLINES / Linguistics / General --- LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation --- LANGUAGE ARTS & DISCIPLINES. --- LANGUAGE ARTS & DISCIPLINES / Spelling --- Bilingualism in children --- French language / Acquisition --- Language acquisition --- Specific language impairment in children --- Taalverwerving --- Frans --- Französisch --- Linguistik --- Acquisition