Childhood Bilingualism: Aspects of Linguistic, Cognitive, and Social Development

By Peter Homel; Michael Palij et al. | Go to book overview

Subject Index

A
Affixes, 105-108
Afro-English pidgin, 231-232
Development into Creole, 232
Medium of communication 231-232
for English slave trade, 231
in Plantations of America, 232
Age, 43-44, 125-127
and language acquisition, 125-127
Critical period, 43-44
Effects on L2 acquisition, 43-44
Positive effects of age, 44
Ambiguity, see Interdialectical ambiguity
Asymmetry, between production and receptive competence, 282-284
in Comprehension, 282-286
Across dialects, 283-286
Across languages, 282-284
Attitudes, 201-216
Components of, 201
Definition of, 201
Measurement of, 200-202
by Multidimensional scaling, 212-213
by Questionnaires, 209-210, 213-216
by Stereotype scales, 202
Attitudes and immersion programs, 202, 207- 209
Attitudes and motivation, 197
Relation to language acquisition, 197-200
Attitudes as determinants, 198
Attitudes as effects, 198, 199, 202

B
Bidialectism, 234-236
Black English/Standard English bidialectism, 235-236
Dialectal differences, 235
Difficulties for bidialectal student, 235- 236
Psuedo-comprehension, 236
and Linguistic background, 234-235
Language versus dialect, 235
Bilingual cognition, models of, 143-146
Bilingual Education Act, 1968 (Title VII, ESEA), 20, 151
Bilingualism, 57-71
Additive, 58-59, 187
Childhood, 3-9, 57-71, 131-147, 171- 179, 183-230
Criticisms of cognitive enhancement resulting from, 140-141
Evaluation of effect in developmental psychology, 131-133, 171-173

-305-

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