Child Bilingualism and Second Language Learning : Multidisciplinary Perspectives.

Intro -- Child Bilingualism and Second Language Learning -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgements -- Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning -- References -- Part I. Theoretical overviews -- Chapter 2. The application of bilingual phonological learning models to early second language development -- Introduction -- Cross-linguistic interactions -- Models of non-native speech sound perception and speech sound learning -- Perceptual Assimilation Model (PAM) (Best, McRoberts, &amp -- Goodell, 2001) -- Native Language Magnet Model (NLM) (Kuhl, Tsuzaki, Tohkura, &amp -- Meltzoff, 1994) -- Speech Learning Model (SLM) (Flege, 1997) -- Second Language Phonetic Learning Model (L2PL) (Willem-vanLeussen &amp -- Escudero) -- Current study -- Participants -- Data collection and analysis -- Results -- Discussion -- References -- Chapter 3. Issues for second language pronunciation in children -- Introduction and key definitions -- Contexts in which an L2 is learned -- Factors that determine whether a learner will have a foreign accent -- Issues facing children with little or no L2 accent -- Issues facing children who have intelligibility and/or comprehensibility problems -- L2 pronunciation difficulties -- Conclusion -- Acknowledgements -- References -- Part II. Bilingualism and second language learning: The continuum -- Chapter 4. Two solitudes?: Simultaneous bilingual children's lexical access in experimental tasks -- Introduction -- Development of hierarchical organization -- Proficiency -- Study 1 -- Method -- Results -- Discussion of Study 1 -- Study 2 -- Method -- Results -- Discussion of Study 2 -- General discussion -- Conclusion -- References.

Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children -- Methodology -- Participants -- Stimulus development -- Computation of phonotactic probability -- Statistical characteristics of the stimuli -- Recording and synthesis -- Wordlikeness testing -- Procedures -- Data analysis -- Results -- Discussion -- Limitations and future directions -- Practical applications -- References -- Appendix -- Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals -- Introduction -- Quantity of input -- Quality of input -- Method -- Participants -- Age of arrival -- Mothers' education -- Measures of parent language proficiency -- Measures of language input -- Procedure -- Language measures -- Results -- Child language outcomes and relations with input -- Effects of parents language background on children's language outcomes -- Expressive vocabulary -- Receptive vocabulary -- Discussion -- Acknowledgements -- Funding -- References -- Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech -- Introduction -- Hypothesis -- Method -- Participants -- Materials -- Speech analysis procedure -- Results -- V type hesitations -- V+Cnasal type hesitations -- Discussion and conclusion -- Acknowledgements -- Funding -- References -- Chapter 8. Current developments in bilingual primary education in the Netherlands -- Introduction -- Content and language integrated learning -- Bilingual primary education in the Netherlands -- Factors influencing second language learning -- The role of linguistic input on vocabulary development -- The present studies -- Study 1 -- Method -- Results -- Discussion Study 1 -- Study 2 -- Method -- Statistical analyses.

The relation between teachers' input and children's vocabulary -- Word-level model -- Utterance-level model -- General discussion and conclusion -- Limitations and future research -- Conclusion -- References -- Chapter 9. Speech perception in French immersion students in Western Canada -- Introduction -- Methods -- Task and procedure -- Statistical analysis -- Results -- 1. The effect of experience on French learning -- 2. The interaction between English and French -- 3. The effect of L2 on L1 -- Discussion -- Acknowledgements -- Funding -- References -- Chapter 10. Second first language acquisition following international adoption -- Introduction -- Overview of international adoption -- An early clinical encounter -- A parental experience -- A new research direction -- Speech and language outcomes: Preschool and beyond Children adopted from China -- Children adopted from Haiti -- Longitudinal survey of second first language development -- Early language growth -- Early school-age follow-up (K - Grade 4) -- Later school-age follow-up (Grades 5-9) -- Changing demographics and new directions -- References -- Part III. Methodological approaches -- Chapter 11. Phonological development: Research in multilingual and cross-cultural contexts -- Introduction -- The crosslinguistic project -- Foundation 1: Inspirations -- Take-home messages: Foundation 1 -- Foundation 2: The theories -- Joseph Paul Stemberger -- Barbara May Bernhardt -- Phonological theories -- Nonlinear phonological theories -- Constraints-based theories -- Nonlinear and constraints-based theories and phonological patterns -- Take-home messages: Foundation 2 -- Foundation 3: Intervention studies -- Phonological assessment/evaluation -- Intervention -- Intervention studies -- Dosage and project management: Feasibility and outcomes -- Nonlinear phonological intervention and outcomes.

Take-home messages: Foundation 3 -- The crosslinguistic project -- Methodology -- Partnerships -- Participant samples -- Data collection and transcription -- Analysis -- Take-home messages: Crosslinguistic project -- Research in indigenous contexts -- Cultural safety and humility: The basis for research -- First Nations English dialects: Barbara May Bernhardt -- Valley Zapotec: Joseph Stemberger -- Take-home messages: Research in indigenous contexts -- Conclusion -- Acknowledgements -- Funding -- References -- Chapter 12. Using Phon to analyze phonological and speech data: An overview -- Introduction -- Background -- PhonBank and Phon -- The study of speech sound development in context -- Data annotation -- Data analysis -- Data queries and reports -- Textual queries -- Phonological queries -- Other, more specific query functions -- Acoustic measurements -- Pre-defined and custom analyses -- Conclusion, and a word about data sharing -- Acknowledgements -- Funding -- References -- Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children -- Introduction and aims -- Bilingual nonword repetition performance and wordlikeness -- Controlling wordlikeness -- Assuming the influence of wordlikeness -- Manipulating language-specific factors related to wordlikeness -- Steps in the systematic construction of a nonword repetition task in Spanish -- Access to Latin American Spanish corpora -- Parsing and probabilistic analyses -- Adherence to language-specific patterns -- Allophonic variations -- Phonotactic patterns -- Nonword length (length in syllables) -- Recording of the stimuli -- Spanish nonword repetition: The wordlikeness variable -- Spanish nonwords for the repetition task -- Piloting of a Latin American Spanish nonword repetition task -- Participants -- Inclusionary criteria -- Procedure -- Transcription and scoring.

Data analyses -- Results -- Syllable length and stress effects -- Wordlikeness effect -- Preliminary findings on the effect of wordlikeness on nonword repetition and future research directions -- Nonword length -- Degree of eordlikeness -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.