Bilingual Competence and Bilingual Proficiency in Child Development.

Intro -- Contents -- Preface -- Acknowledgments -- Abbreviations -- Chapter 1. Introduction: The Problem of Language Acquisition When There Are Two -- 1.1 Bilingual Profi ciency and Bilingual Competence -- 1.2 Knowledge That Outstrips Experience -- 1.3 Modularity -- 1.4 A Study of Indigenous-Language Bilingualism in Mexico -- 1.5 Looking Ahead: Overview of the Chapters -- Chapter 2. Bilingualism in School -- 2.1 When Second Language Learning Is Not Optional -- 2.2 Bilingualism, Diglossia, and Literacy -- 2.3 A Componential Approach to Language Ability Solves a Practical Problem in Second Language Learning -- 2.4 New Democracy in South Africa: The Challenge of a Multilingual Language Policy -- 2.5 A Possible Counterexample from North Africa -- 2.6 Program Design Based on a Concept from Sociolinguistics -- Chapter 3. The Debate on the Nature of Bilingual Proficiency Distinguishing between Different Kinds of Language Ability -- 3.1 First Language and Second Language in Literacy Learning -- 3.2 Concepts of Bilingual Proficiency: Background to the Debate -- 3.3 A Proposed Modification of Cummins's Model -- 3.4 Literacy Learning at the San Isidro Bilingual School: A Follow-Up Study -- 3.5 Comparing Results from Both Languages -- 3.6 Using the New Model to Describe Different Kinds of Interdependence -- 3.7 Components and Connections -- Chapter 4. Componential Approaches to the Study of Language Proficiency -- 4.1 Vygotsky and Luria: The Concept of "Inner Speech" -- 4.2 Metacognition: Language at the Service of Higher-Order Thinking -- 4.3 Compartmentalization of the Bilingual Mind -- 4.4 Bilingualism as a Showcase for the Internal Diversity of Language Proficiency -- 4.5 Advancing the Research Program on Bilingualism: The Need for Clarity and Reflection -- Chapter 5. Research on the Components of Bilingual Proficiency.

5.1 Maximum Imbalance in Bilingualism -- 5.2 Separation of the Linguistic Subsystems -- 5.3 How Bilingual Speech Constitutes Evidence of Language Separation -- 5.4 Contradictions of an Integrativist Approach -- 5.5 A Bilingual Version of the Tripartite Parallel Architecture -- 5.6 More Opportunities for Research on Uneven Development -- Chapter 6. The Critical Period, Access to Universal Grammar in First and Second Language, and Language Attrition -- 6.1 Overview of the Chapter -- 6.2 The Concept of Language Attrition -- 6.3 What the Research Says about First Language Attrition -- 6.4 The Critical Period Hypothesis -- 6.5 Is Second Language Competence Universal Grammar-Constrained? -- 6.6 Acquisition and Learning in the Second Language -- 6.7 A Wider Discussion: Applying Concepts to New Research -- Chapter 7. An Analysis of Academic Language Proficiency -- 7.1 Secondary Discourse Ability + Metalinguistic Awareness -- 7.2 The Development of Narrativization and Levels of Narrative Ability -- 7.3 Language Development-Grammar -- 7.4 Access to Shared Academic Proficiencies in Biliteracy -- 7.5 Linking Secondary Discourse Ability and Metalinguistic Awareness at the Discourse, Sentence, and Word Levels -- Chapter 8. Metalinguistic Awareness, Bilingualism, and Writing -- 8.1 Metalinguistic Development and Bilingualism -- 8.2 Metalinguistic Awareness in Literacy and Second Language Learning -- 8.3 A Study of Children's Perceptions of Focus on Form -- 8.4 Children's Development of a Reflective Posture toward Writing: Results from Spanish -- 8.5 Metalinguistic Awareness as a Component of Literacy Ability-Writing in Particular -- 8.6 Possible Implications for Teaching Writing Skills -- 8.7 Children's Development of a Reflective Posture toward Writing: Results from Nahuatl -- 8.8 The Revision/Correction Assessment in Nahuatl.

8.9 A Comparison of Performance between the Languages -- 8.10 Internal Resources and External Factors -- 8.11 Applying Different Kinds of Knowledge in Literacy Development -- Chapter 9. Metalinguistic Awareness, Bilingualism, and Reading -- 9.1 Modular Approaches to the Study of Reading -- 9.2 A Study of Focus on Form in Reading -- 9.3 The Development of a Reflective Posture toward Reading Comprehension -- 9.4 One Way in Which Children Learn to Use Context Strategically -- 9.5 Future Research on Literacy Learning, Metalinguistic Awareness, and Bilingualism -- 9.6 Does the Use of Context Contradict Modularity in Reading? -- Chapter 10. Conclusion Results and Prospects -- 10.1 Parts to Whole: What's Natural and What's Unnatural in Language Learning? -- 10.2 Versions of Modularity and Pending Questions in Bilingual Research -- 10.3 Language Diversity, Cognition, and Culture -- Appendix 1: Assessment of Metalinguistic Awareness Related to Bilingualism -- 1. Language Naming (LN) -- 2. Written Message Identification (WMI) -- 3. Preference for Writing/Utility Interview (PWU) -- 4. Language Loyalty/Attitude/Usage (LLAU) -- 5. Language Awareness Test (LAT) -- 6. The Expressive Vocabulary Section of the Bilingual Interview -- Appendix 2: Indices of Additive Bilingualism -- Borrowing in Nahuatl Composition and in Nahuatl Oral Narrative -- Revision/Correction of Borrowed Items in Nahuatl Compositions -- Bilingual Interview: Expressive Vocabulary -- Bilingual Interview: Language Dominance -- Observation of Language Use in Conversations -- Sociolinguistic Interview -- Appendix 3: Early Childhood Borrowing and Codeswitching -- Background Information -- Total Expressive Vocabulary - Age 1 -- 9 -- Mixed Utterances Subsequent to Onset of Two-Word Stage -- Possible Loan Translations/Transfers (Influence of Spanish).

Appendix 4: Writing Samples, including the Assessment of Revision/Correction -- Glossary -- Notes -- References -- Index.

A study of first and second language development in an indigenous community with implications for broader linguistic and cognitive issues.

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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.