Bilingualism in Development: Language, Literacy, and Cognition

Contents......Page 7
Preface......Page 11
Experiencing Bilingualism......Page 13
Who Is Bilingual?......Page 16
Methodological Complications......Page 18
Where the Research Looks......Page 21
Proficiency; or, When Is Enough Enough?......Page 22
Measuring Proficiency......Page 24
A Process Approach......Page 25
Cognitive Dimensions of Language Proficiency......Page 26
Toward a Definition......Page 30
2 Starting with One Language......Page 33
Landmarks of Language Acquisition......Page 35
Lexicon......Page 36
Syntax......Page 38
Phonology......Page 40
Pragmatics......Page 42
Approaches to Language Acquisition......Page 43
Criteria for Distinguishing among Theories......Page 44
Formal Theories......Page 48
Learnability Theory......Page 50
Functional Theories......Page 52
Cognitive Grammar......Page 54
Construction Grammar......Page 56
Connectionism......Page 58
Out of the Dichotomy......Page 61
Contributions and Limitations......Page 62
Divide and Conquer......Page 64
3 And Adding Another......Page 68
Mastering the System......Page 70
Lexicon......Page 73
Syntax......Page 79
Phonology......Page 82
When It Can Be Learned......Page 83
Rationale for a Critical Period......Page 85
Defining the Concept......Page 86
Nature of the Evidence......Page 88
What Does It Mean?......Page 94
Conceptualization......Page 95
Restricting the Range......Page 98
Learning Two Languages......Page 100
4 Language in the Mind......Page 102
Thinking Observed......Page 103
Behavioral Evidence......Page 107
Beyond Methodology......Page 110
Types of Bilinguals......Page 112
Storing Languages and Meanings......Page 114
Implications of Complex Representation......Page 115
Children, Language, and Thought......Page 117
One Language, One Mind......Page 118
Separated at Birth......Page 120
Developing the Systems......Page 124
Representing Two Languages......Page 128
Interpreting the Evidence......Page 129
Toward Distinct Representations......Page 131
5 Thinking About Language......Page 133
Defining “Metalinguistic”......Page 134
Metalinguistic Knowledge......Page 135
Metalinguistic Ability......Page 136
Metalinguistic Awareness......Page 138
The Relevance of “Meta” for Second-Language Acquisition......Page 139
Metalinguistic: The Process......Page 141
Identifying Processing Components......Page 143
Demands of Metalinguistic Tasks......Page 144
Is It Better with Two Languages?......Page 146
Word Awareness......Page 147
Syntactic Awareness......Page 151
Phonological Awareness......Page 153
Interpreting the Research......Page 155
Applying the Framework......Page 157
Why the Difference?......Page 162
6 Link to Literacy......Page 164
First Steps......Page 166
Background Preparation......Page 168
Social Context of Reading......Page 169
Cognitive Prerequisites......Page 171
The Invariance of Symbolic Notations......Page 172
Correspondence Rules for Understanding Print......Page 174
The Role of Phonological Awareness......Page 177
Bilinguals and the Awareness of Sounds......Page 180
The Language Connection......Page 181
It’s Just Easier......Page 183
Fluent Reading......Page 185
Factors in Second-Language Reading......Page 186
Decoding the Text......Page 188
The Difference in Reading......Page 191
7 Beyond Language......Page 194
Bilinguals and Intelligence......Page 195
What Is Intelligence?......Page 196
The Processes of Intelligence......Page 198
Languages and Cognition......Page 200
Groundwork for Interactions......Page 202
The Style of Cognition......Page 204
Field Dependence-Independence......Page 205
The Symbol Basis of Quantity......Page 207
Numbers and Numerals: The Basis of Quantity......Page 209
Computation and Quantity......Page 211
Concepts and Creativity......Page 215
Problem-Solving in Bilingual Children......Page 216
Conceptualization in a Sorting Task......Page 218
Piecing It Together......Page 222
Pattern of Results......Page 223
Toward an Explanation......Page 225
The Source of Inhibition......Page 228
8 The Extent of the Bilingual Mind......Page 231
Socioeconomics and Learning......Page 232
A Bilingual Disadvantage?......Page 234
Time, Timing, and Timeliness......Page 236
One at a Time?......Page 237
The Learning Latency......Page 242
Into the Future......Page 244
Bilingual Education......Page 246
Relationship to Achievement......Page 250
Who Am I?......Page 251
Lessons for Cognition......Page 254
Language......Page 255
Cognition......Page 257
Finally......Page 259
References......Page 261
Index......Page 293