By Susanne Döpke
This quantity explores the results of cross-linguistic constructions in simultaneous bilingualism. It goals to discover cognitive reasons for the presence or absence of cross-linguistic constructions that transcend the talk of ‘one procedure or two’. The members current syntactic, morphological and phonological positive aspects which are present in bilingual youngsters, yet are untypical of monolingual improvement, and speak about pertinent methodological concerns. The orientation of this quantity stands proud from competing volumes within the box in that the point of interest isn't really constrained to similarities among monolingual and bilingual first language acquisition. the quantity could be of curiosity to researchers within the box of bilingualism and first language acquisition, language theorists, and execs operating with bilingual populations.
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Extra resources for Cross-Linguistic Structures in Simultaneous Bilingualism
Cambridge: Cambridge University Press, 177–198. Grosjean, François & C. Soares. 1986. “Processing mixed language: some preliminary ﬁndings”. In J. Vaid (ed), Language Processing in Bilinguals, Hillsdale, NJ: Lawrence Erlbaum, 145–179. Hoﬀmann, Charlotte. 1991. An Introduction to Bilingualism. London: Longman. Hohenberger, Annette. 1996. Functional Categories and Language Acquisition: SelfOrganization of a Dynamic System. PhD University of Frankfurt; to appear in Tübingen: Narr. Howe, Christine.
Ureland (ed), Language Contact in North America — Migration, Maintenance, and Death of the European Languages. Tübingen: Niemeyer. Leopold, Werner. 1949. Speech Development of a Bilingual Child: A Linguist’s Record. 4 vols. New York: AMS Press. Levelt, Willem. 1989. Speaking: From Intention to Articulation. Cambridge, MA: MIT Press. Lindholm, Kathryn & Amado Padilla. 1978. “Child bilingualism: report on language mixing, switching and translations”. Linguistics 211: 23–44. Meisel, Jürgen M. 1989.
The authors tell us that there are enormous diﬀerences between the children; balanced bilinguals are rare. The bilingual situation of the children is described as very diverse and the degree to which one language is dominant varies immensely from child to child. The presence or absence of doublets could therefore be caused by degree of proﬁciency and dominance in one of the two languages. But the authors do not provide information about this relationship. Besides proﬁciency, other factors like the nature and quantity of the input may play a role in the development of the two languages.