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This book is a collection of papers that explore the ways in which bilingual children cope with two language systems. The papers address issues in linguistics, psychology, and education bearing on the abilities that bilingual children use to understand language, to perform highly specialised operations with language, and to function in school settings. All of the papers provide detailed analysis about how specific problems are solved, how bilingualism influences those solutions, and how the social context affects the process. Finally, the implications of these findings for policy-setting and the development of bilingual education programmes are explored. This will be an important and useful volume at the forefront of topical research in an area which is exciting increasing interest among linguists and cognitive scientists.

Bilingualism in children. --- Psycholinguistics --- Education, Bilingual. --- Bilinguisme -- Chez l'enfant --- Bilinguisme chez l'enfant --- Bilinguisme chez les enfants --- Education [Bilingual ] --- Enfants -- Bilinguisme --- Enfants bilingues --- Enseignement bilingue --- Onderwijs [Tweetalig ] --- Tweetalig onderwijs --- Tweetaligheid bij kinderen --- Education bilingue --- Tweetaligheid bij kinderen. --- Psycholinguistics. --- Kinderen --- Tweetaligheid --- psycholinguïstische studies. --- Bilingualism in children --- Education, Bilingual --- #KVHB:Taalontwikkeling --- #KVHB:Tweetaligheid --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Psychology --- Thought and thinking --- Bilingual education --- Bilingualism --- Multilingual education --- Children --- Psychological aspects --- Didactics of languages --- Psycholinguistique --- Arts and Humanities --- Language & Linguistics

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This volume examines the relationship between young children's degrees of bilingualism and features of the verbal input which these children receive from their parents. In particular, it seeks to explore the following question: to what extent are families who follow the 'one parent-one language' principle and whose children become active bilinguals this way, different from families who take the same approach but whose children never develop an active command of the minority language?Case studies of six first-born children growing up with German and English were done during the children's third

Psycholinguistics --- Bilingualism in children. --- Language acquisition --- Parent involvement in language acquisition --- Parent participation in language acquisition --- Parental involvement in language acquisition --- Parental participation in language acquisition --- Children --- Parent participation. --- #KVHA:Taalkunde --- #KVHA:Taalverwerving --- #KVHA:Tweetaligheid --- Taalverwerving --- Tweetaligheid bij kinderen. --- Kinderen. --- Interpersonal communication in children

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Language acquisition --- Language attrition. --- Bilingualism. --- Language and languages --- Languages in contact --- Multilingualism --- Language loss --- Bilingualism --- Sociolinguistics --- Age factors in language acquisition --- Ability, Influence of age on --- Age factors. --- Taalverwerving --- Taalverwerving. --- Tweetaligheid bij kinderen. --- Tweetaligheid. --- Kinderen. --- kleuters. --- peuters. --- adolescenten. --- ouderdomsfactor. --- Interpersonal communication in children --- Psycholinguistics