Bilinguality and Bilingualism

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Figures......Page 10
Tables......Page 11
Foreword to the second edition......Page 13
Preface......Page 15
Introduction......Page 17
1.1 DEFINITIONS......Page 22
1.2.1 A functional approach to language behaviour......Page 24
1.2.2 A general model of language behaviour......Page 29
1.2.3 Developmental aspects of language behaviour......Page 32
1.2.4.1 Monolingual situation......Page 36
1.2.4.2 Bilingual situation......Page 37
1.3 CONCLUSION......Page 39
2.1.1 Dimensions of bilinguality......Page 41
2.1.2 Dimensions of societal bilingualism......Page 46
2.2.1 The measurement of bilinguality......Page 49
2.2.1.1 Comparative measures......Page 50
2.2.1.2 Measures of bilingual competence......Page 51
2.2.1.3 Measures of compound—coordinate bilinguality......Page 55
2.2.1.4 Language biographies, self-evaluation and judgements of bilingual production......Page 56
2.2.1.5 Measures of bilingual specificity......Page 57
2.2.1.7 Measures of affective correlates of bilinguality......Page 58
2.2.2 Measurement of bilinguality in cultural minorities......Page 59
2.2.3.1 Censuses......Page 61
2.2.3.2 Surveys......Page 63
2.2.3.3 Sociolinguistic and ethnographic methods......Page 64
2.3 CONCLUSION......Page 65
3 Ontogenesis of bilinguality......Page 66
3.1.1.1 Early reception......Page 68
3.1.1.2 Early productions......Page 69
3.1.2.1 Lexical development......Page 70
3.1.2.2 Grammatical development......Page 72
3.1.3 Bilingual-specific behaviour: linguistic mixing, code-switching and translation......Page 74
3.1.4 Difierentiation in linguistic systems......Page 77
3.1.5 The role of context and interaction in bilinguistic development......Page 78
3.2 ONTOGENESIS OF EARLY CONSECUTIVE BILINGUALITY......Page 81
3.2.1 Age-related specificities of consecutive bilinguality......Page 82
3.2.2 Age-related processing in consecutive bilinguality......Page 85
3.2.3 The role of context in childhood L acquisition......Page 87
3.3 GESTURAL/ARTICULATED BILINGUALITY......Page 88
3.4 SENSITIVE-AGE HYPOTHESIS......Page 90
3.5 LANGUAGE ATTRITION AND BILINGUALITY......Page 92
3.5.1 Environmental L attrition in bilinguals......Page 93
3.5.2 Age-related and pathological attrition......Page 94
3.6 CONCLUSION......Page 95
4.1 BILINGUALITY AND COGNITION......Page 98
4.1.1 Language socialisation......Page 99
4.1.2 Bilinguality and cognitive development......Page 100
4.2 COGNITIVE CONSEQUENCES OF BILINGUALITY......Page 101
4.2.1 Early studies on the cognitive consequences of bilingual development......Page 102
4.2.2 The relationship between bilinguality and intelligence: the milestone of the Peal & Lambert study......Page 103
4.2.3 The nature of the bilingual’s cognitive advantages......Page 104
4.2.4 Negative consequences of bilingual experience......Page 108
4.2.5 Explaining positive and negative effects......Page 110
4.2.5.1 Developmental interdependence and threshold hypotheses......Page 111
4.2.5.2 The additivity—subtractivity theory: focus on the sociocultural context......Page 115
4.3 SOCIAL NETWORKS, LANGUAGE VALORISATION AND LITERACY: THE SOCIOCULTURAL INTERDEPENDENCE HYPOTHESIS......Page 116
4.3.1 Bilinguality and social networks......Page 117
4.3.2 Bilinguality and literacy......Page 120
4.3.3 The sociocultural and cognitive interdependence hypothesis......Page 122
4.4 CONCLUSION......Page 124
5.1 PROCES E OF LANGUAGE DEVELOPMENT......Page 126
5.1.1 Language socialisation and internalisation......Page 127
5.1.2 Form–function mapping (fFm)......Page 128
5.1.2.1 Mapping form onto social function......Page 129
5.1.2.2 Mapping form onto cognitive function......Page 130
5.1.3 Development of social psychological processes......Page 131
5.1.4.1 Representations......Page 132
5.1.4.3 Language as a cognitive tool......Page 133
5.1.4.4 Language as an object of cognitive processing......Page 134
5.1.4.5 The development of literacy......Page 135
5.1.5 Valorisation and motivational processes......Page 137
5.1.7 A sociocognitive interactional model of language development......Page 138
5.2 THE DEVELOPMENT OF BILINGUALITY......Page 139
5.2.1 A sociocognitive interactional model of bilinguality......Page 141
A Cases of simultaneous bilinguality......Page 144
B Cases of early consecutive bilinguality......Page 146
C Cases of language shift......Page 148
5.3 CONCLUSION......Page 149
6 Neuropsychological foundations of bilinguality......Page 151
6.1 HEMISPHERIC PREFERENCE AND LANGUAGE BEHAVIOUR......Page 152
6.2 TECHNIQUE FOR MEASURING CEREBRAL PREFERENCE FOR LANGUAGE......Page 153
6.3 NEUROPSYCHOLOGICAL DEVELOPMENT OF BILINGUALS......Page 155
6.3.1 Evidence from polyglot aphasic patients......Page 156
6.3.1.1 Selective impairment and recovery in polyglot aphasia......Page 157
6.3.1.2 Bilingual-specific behaviours in polyglot aphasics......Page 162
6.3.1.3 Polyglot aphasia and bilingualism......Page 163
6.3.2 Evidence from brain-intact bilinguals......Page 164
6.3.2.1 Comparing bilinguals and monolinguals......Page 165
6.3.2.2 Language-specific cerebral organisation of bilinguals......Page 166
6.3.2.4 Age of acquisition and cerebral strategies......Page 167
6.3.2.5 Bilingual competence and hemispheric preference......Page 169
6.3.2.6 Hemispheric preference and language-acquisition context......Page 170
6.3.2.8 Script differences and hemispheric preferences......Page 171
6.4 HEMISPHERIC PREFERENCE AND THE SIGNING BILINGUAL......Page 172
6.5 CONCLUSION......Page 173
7.1 LANGUAGE STORING AND PROCESSING IN BILINGUALS......Page 178
7.1.1.1 Coordinate vs. compound bilinguals......Page 179
7.1.1.2 The bilingual’s memory......Page 183
7.1.1.3 Early models of separate and common stores......Page 184
7.1.2 Separate or common processors for the two languages......Page 189
7.1.2.1 Switching mechanisms in bilinguals......Page 190
7.1.2.2 Syntactic processing in bilinguals......Page 196
7.2.2 Green’s model of speech control......Page 199
7.2.3 The dual-coding model......Page 200
7.2.4 Hierarchical models......Page 202
7.2.4.1 T he conceptual-lexical hierarchical models......Page 203
7.2.4.2 Asymmetrical storage models......Page 205
7.3.1 Paralinguistic and gestural behaviour......Page 209
7.3.2 Bilingual behaviour and stress......Page 210
7.3.3 The bilingual’s personality......Page 211
7.4 CONCLUSION......Page 212
8.1 LANGUAGE AND CULTURE......Page 214
8.2 CULTURAL/ETHNIC/ETHNOLINGUISTIC IDENTITY......Page 216
8.2.1 The salience of cultural characteristics......Page 218
8.2.2 Enculturation, acculturation and deculturation......Page 220
8.2.3 The development of cultural and ethnolinguistic identity......Page 223
8.3.1 The development of ethnic perceptions......Page 225
8.3.2 Self-esteem and plural ethnic identity......Page 227
8.3.3 Context and the salience of ethnic identity......Page 229
8.3.4 Bilinguality as a cultural trait......Page 230
8.3.5 Bilingual proficiency, identity and acculturation......Page 233
8.3.6 The bilingual’s cultural identity......Page 236
8.4.1 Language, perceptions and attitudes......Page 238
8.4.2 The evaluation of non-native speech and ethnic clues......Page 241
8.5.1 Cognitive variables in L learning......Page 244
8.5.2 Affective variables in L learning......Page 245
8.5.2.1 Gardner’s socio-educative model......Page 246
8.5.2.2 T he socio-contextual model......Page 249
8.5.3 Cognitive style and personality variables......Page 253
8.6 CONCLUSION......Page 255
9 Social psychological aspects of bilinguality: intercultural communication......Page 257
9.1.1 Foundations of speech-accommodation theory......Page 258
9.1.2 Empirical support for speech-accommodation theory......Page 260
9.1.3 Psychological reality of speech accommodation......Page 264
9.1.4 Towards a model of speech accommodation......Page 265
9.2 COMMUNICATION TRATEGIE IN INTERCULTURAL INTERACTION......Page 267
9.2.1 Code choice /selection......Page 268
9.2.2 Speech modification strategies......Page 271
9.2.2.3 Communication strategies in L learning/use......Page 272
9.3 ‘CODE-SWITCHING’, ‘CODE-MIXING’, ‘BILINGUAL BORROWING’......Page 274
9.3.1 The grammar of code-switching......Page 275
9.3.1.1 Insertional vs. alternational code-switching......Page 276
9.3.1.2 L inguistic factors constraining code-switching......Page 277
9.3.2 The social meaning of code-switching......Page 282
9.3.3 Code-mixing......Page 286
9.4 CONCLUSION......Page 287
10 Societal bilingualism, intergroup relations and sociolinguistic variations......Page 289
10.1 ORIGIN OF SOCIETAL BILINGUALISM......Page 290
10.2.1 Language and group boundaries......Page 291
10.2.2 Language as symbol and instrument of group identity......Page 293
10.2.3 Ethnolinguistic vitality......Page 298
10.2.4 Language and ethnicity in multicultural settings......Page 305
10.3.1 Speech repertoires in multilingual communities......Page 308
10.3.2 Bilingualism and diglossia......Page 310
10.3.3 Language shift......Page 312
10.3.4 Language attrition......Page 317
10.3.5.1 Pidginisation......Page 319
10.3.5.2 Creolisation......Page 321
10.3.5.3 Decreolisation......Page 322
10.4 IMPLICATIONS OF LANGUAGE-CONTACT PHENOMENA FOR LINGUISTIC THEORY......Page 323
10.5 LANGUAGE PLANNING......Page 326
10.6 CONCLUSION......Page 331
11.1 LITERACY AND LANGUAGE PLANNING IN EDUCATION......Page 334
11.2 DEFINITIONS AND TYPOLOGIES OF BILINGUAL EDUCATION......Page 337
11.3.1 Social historical and ideological factors......Page 339
11.3.2 Intergroup power-relation factors......Page 344
11.3.3 Social psychological factors......Page 345
11.4 BILINGUAL EDUCATION PROGRAMS......Page 346
11.4.1.1 European ‘models’ of bilingual education......Page 347
11.4.1.2 Immersion programs......Page 348
11.4.2 Bilingual education for ethnic-minority children......Page 356
11.4.2.1 The myth of the bilingual handicap......Page 357
11.4.2.2 Examples of bilingual education programs for minority children......Page 359
11.4.2.3 Features of bilingual education programs for minority children......Page 361
11.4.3 Bilingual education involving dialects and creoles......Page 364
11.4.4 Community bilingual education......Page 366
11.5 BILINGUAL EDUCATION AND FORM—FUNCTION MAPPING......Page 367
11.6 CONCLUSION......Page 368
Conclusion......Page 371
3 ONTOGENESIS OF BILINGUALITY......Page 377
5 SOCIAL AND PSYCHOLOGICAL FOUNDATIONS OF BILINGUALITY......Page 378
6 NEUROPSYCHOLOGICAL FOUNDATIONS OF BILINGUALITY......Page 379
7 INFORMATION PROCESSING IN THE BILINGUAL......Page 380
8 SOCIAL PSYCHOLOGICAL ASPECTS OF BILINGUALITY: CULTURE AND IDENTITY......Page 381
11 BILINGUAL EDUCATION......Page 382
Glossary......Page 383
References......Page 393
Subject index......Page 449
Author index......Page 474