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La naissance du langage dans les deux premières années est un essai de théorisation de ce que nous « disent » les bébés dans leur vie de tous les jours, en souriant, en demandant, en s'étonnant, en gazouillant, en pointant, en dialoguant ou en commentant en solitaire. Ils essaient ainsi de nous donner les clés de leur cheminement dans l'élaboration de l'affect, dans la construction de la pensée et dans l'acquisition du verbe. À la croisée de la linguistique, de la psychanalyse, de la psychologie cognitive et de l'étude du développement du langage, cet ouvrage pourra éclairer tous ceux — professionnels de l'enfance, enseignants, parents — qui veulent comprendre et aider un enfant en quête (ou en conquête) de sa propre parole.

Language Development --- Child Development --- Human Development --- Behavior and Behavior Mechanisms --- Psychiatry and Psychology

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Psycholinguistics --- Language --- Cognition --- Language Development --- Psycholinguistics. --- Psycholinguistique --- Periodicals. --- Périodiques --- Language acquisition --- Language. --- Cognition. --- Language Development. --- Language acquisition. --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Development, Language --- Developments, Language --- Language Developments --- Languages --- Acquisition --- Interpersonal communication in children --- Psychology --- Dialect --- Dialects --- Language, Psychology of --- Psychology of language --- Speech --- Linguistics --- Thought and thinking --- Psychological aspects --- Philology & Linguistics --- Language Acquisition --- Acquisition, Language

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Increasingly, children grow up hearing two languages from birth. This introductory textbook shows how children learn to understand and speak those languages against the backdrop of their language learning environments. A narrative around the bilingual development of four young children with different language profiles helps to explain the latest research findings in a lively and accessible manner. The narrative describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages, and how they are able to use each of their languages in socially appropriate ways. Positive attitudes towards bilingual development from the people in bilingual children's environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.

Bilingualism in children. --- Language acquisition. --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Children --- Acquisition

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Bilingualism --- Language acquisition. --- Psycholinguistics --- Pschycological aspects. --- Psychological aspects. --- Psycholinguistics. --- Language acquisition --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psychological aspects --- Acquisition

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Language acquisition is a developmental process. Research on spontaneous processes of both children learning their mother tongue and adults learning a second language has shown that particular stages of acquisition can be discriminated. Initially, learner utterances can be accounted for in terms of a language system that is relatively simple. In studies on second language acquisition this learner system is called the Basic Variety (Klein and Perdue 1997). Utterance structure of the Basic Variety is determined by a grammar which consists of lexical structures that are constrained, for example, by semantic principles such as "The NP-referent with highest control comes first" and a pragmatic principle such as "Focus expression last". At some point in acquisition this lexical-semantic system is given up in favour of a target-like system with morpho-syntactic features to express the functional properties of finiteness, topicality, the determiner system, etc. Insights into how this process evolves may also provide an answer to the question of why it takes place. Within this functional perspective on language acquisition research focuses on questions such as the following.1. What is the driving force behind the process that causes learners to give up a simple lexical-semantic system in favour of a morpho-syntactic functional category system?2. What is the added value of morpho-syntactic properties of inflection, word-order variation, definiteness and agreement?3. Why is it that in cases of specific language impairment it is mainly morpho-syntactic properties of the target language that are affected?

Language acquisition. --- Second language acquisition. --- Second language learning --- Language acquisition --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition --- Grammaticalization. --- Language Acquisition. --- Second Language Acquisition.