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This book deals with the question of how children exposed to two languages simultaneously from birth learn to speak those two languages. After a critical and comprehensive survey of most of the literature on the subject, the author concludes that empirically well-documented knowledge in this area is very scant indeed. The core of the book concerns a naturalistic study of a Dutch-English bilingual girl around the age of three. The study's main aim is to explore the nature of early bilingual morphosyntactic development. Detailed analyses of most aspects of this development show that a child who hears two separate languages spoken to her reflects this distinctness in the utterances she produces: each language is handled as a system in its own right. Furthermore, the young bilingual three-year-old greatly resembles her monolingual peers in either language. Both these findings, the author concludes, highlight the language-specific nature of the morphosyntactic development process. This book will interest linguists, psycholinguists, developmental psychologists, and child language specialists.

Cognitive psychology --- Psycholinguistics --- Developmental psychology --- Language acquisition --- Bilingualism in children --- Case studies. --- Bilinguisme chez l'enfant --- -Bilingualism in children --- -Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Case studies --- Acquisition --- Acquisition of language --- Interpersonal communication in children --- Children --- Langage --- Cas, Etudes de --- Arts and Humanities --- Language & Linguistics --- Language acquisition - Case studies. --- Bilingualism in children - Case studies.

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In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual children's language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Children's and families' harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.Bron: uitgever

Bilinguisme --- Bilingualism in children --- Chez l'enfant --- Didactics of Dutch --- Primary education --- Meertaligheid --- Tweetaligheid --- Taalverwerving --- Lager onderwijs

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