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Children --- Psycholinguistics --- Enfants --- Psycholinguistique --- Language --- Langage --- Language Development --- Children - Language

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The aim of the first edition of Language Acquisition was to provide as comprehensive a description and explanation as possible of the changes in the child's language as he or she grows older. In this second edition Paul Fletcher and Michael Garman have the same fundamental aim. Six years later the field has not changed dramatically, but there have been fruitful theoretical developments - the learnability hypothesis, in particular, has been influentially expounded - and empirical work seeking evidence of specific language capacities in children has made notable advances. Equally significant are shifts in emphasis: the growing interest in cross-linguistic studies, for example, or accounts of language development of reading and writing. All these changes are reflected in the second edition. About half the chapters are entirely new, having been specially commissioned for this edition. The remainder of the book consists of substantially revised versions of chapters from the first edition. Like its predecessor, this collection is the work of distinguished specialists from many countries and will provide an invaluable resource for students and professionals alike who have an interest in the field of child language acquisition.

in infancy and childhood --- Language Development. --- Development, Language --- Developments, Language --- Language Developments --- LANGUAGE DEVELOPMENT, in infancy and childhood --- LANGUAGE DEVELOPMENT, in infancy and childhood. --- Language development, in infancy and childhood. --- Language acquisition --- Language Development --- Psycholinguistics --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Acquisition --- Language acquisition. --- Langage --- Language Acquisition --- Acquisition, Language --- Arts and Humanities --- Language & Linguistics --- Language Development - in infancy and childhood

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Cognitive psychology --- Lexicology. Semantics --- Developmental psychology --- Psycholinguistics --- Language acquisition --- Semantics --- Vocabulary --- Language development --- Langage --- Sémantique --- Vocabulaire --- Acquisition --- Sémantique --- Language Development. --- Semantics. --- Vocabulary.

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Psycholinguistics --- Pragmatics --- Language development --- Children --- Pragmatique --- Enfants --- Language --- Langage --- -Pragmatics --- #SBIB:309H511 --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Verbale communicatie: algemene pragmatiek, stilistiek en teksttheorie, discoursanalyse --- Philosophy --- Pragmatics. --- Language development. --- Psycholinguistics. --- Language. --- Language Development. --- Language development in children --- Vocabulary --- Interpersonal communication in children --- Children - Language

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Der sprachen- und bildungsstufenübergreifend angelegte Band stellt Heterogenität als Merkmal pädagogischer Settings in den Fokus und geht der zentralen Frage nach, wie der mehrsprachigen Lebenswirklichkeit in einem an der Bildungssprache Deutsch orientierten System entsprochen werden kann. Die Beiträge spiegeln die vielfältigen Ausgangslagen, Bedarfe und Perspektiven wider, die den deutschsprachigen Raum prägen. Dabei werden Ausbaupotenziale von Sprachförderung ebenso untersucht wie Faktoren und Facetten einer entwicklungsadäquaten Förderung von Deutsch als Bildungssprache, Gelingensbedingungen für Sprachaneignung im Kontext herkunftsbedingter Mehrsprachigkeit und integrative Ansätze zum gesteuerten (Mehr-)Sprachenerwerb. Durch die Bündelung dieser inhaltlich und methodisch breiten Themenfelder zu den vier Schwerpunkten Bildungssprache Deutsch, herkunftsbedingte Mehrsprachigkeit, Fremdsprachenerwerb und Sprachförderkompetenzen können Befunde und Handlungsempfehlungen für Bereiche zusammengeführt werden, die für angewandte Linguist/-innen, Sprachlehrforscher/-innen, Sprachendidaktiker/-innen, Lehrkräftebildner/-innen und Pädagog/-innen ebenso relevant sind wie für Entscheidungsträger/-innen in mit Sprache befassten Institutionen. This volume spans various languages and education levels, focusing on heterogeneity as an immanent characteristic of pedagogical settings. Its examines the potential of language development, the factors and facets of the developmentally appropriate promotion of German as a language of education, the conditions for successful language acquisition in the context of multilingualism, and integrative approaches toward controlled language acquisition.

Foreign Language Acquisition. --- Language Development Skills. --- Language of Education (German). --- Multilingualism. --- linguistics --- Bilingualism & multilingualism --- Language acquisition