By Ellen Bialystok
Bilingualism in improvement describes study at the highbrow improvement of bilingual young ones, displaying the way it isn't the same as that of monolingual teenagers. the focal point is on preschool little ones, reading how they examine language, how they collect literacy abilities, and the way they strengthen problem-solving skill in numerous domain names. it really is targeted in that it assembles quite a lot of examine on kid's improvement and translates it inside an research of ways bilingualism impacts that improvement. it truly is the one e-book to interpret this huge examine from a unmarried theoretical viewpoint, resulting in coherent conclusions.
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Extra resources for Bilingualism in Development: Language, Literacy, and Cognition
Sample text
Akhtar and Tomasello (1997) insist that the use of word order to interpret reversible actions is very late to develop. Instead, they claim that children learn about the use of specific verbs in familiar contexts, making it appear that they have gained a more general understanding of syntax. Akhtar and Tomasello’s claims are based on production data, a skill known to lag significantly behind comprehension, but there is still an inconsistency that must be reconciled in order to determine the state of children’s knowledge of syntax.
Overextensions occur when children apply words beyond their usual meaning, as in the famous example of using doggie to refer all four-legged animals, like squirrels. In an influential theory of semantic development, Clark (1973) argued that these commonly observed overextensions of names in children’s speech indicated that children’s lexicons contained incomplete entries for the semantic features. Dogs and squirrels, for example, each contained the features “small,” “furry,” “four-legged,” but lacked more specific information that distinguished them.
In contrast, the MacArthur Inventories are a more practical resource, enabling researchers and practitioners to submit the facts of language acquisition to scrutiny under existing theories and programs. These functional differences follow from an epistemological disparity between the two resources. The data in the CHILDES database are the raw, uninterpreted utterances of children engaged in actual linguistic interactions; the data in the MacArthur Inventories are the theory-biased results of a particular methodology for data collection, guided by particular hypotheses about what was worth examining.