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Language and Cognitive Aspects of Child Bilingualism: Research Observations and Classroom Applications New edition [Kõva köide]

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  • Formaat: Hardback, 192 pages, kõrgus x laius: 210x148 mm, kaal: 324 g, 69 Illustrations
  • Sari: Inquiries in Language Learning 28
  • Ilmumisaeg: 26-May-2021
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631825781
  • ISBN-13: 9783631825785
Teised raamatud teemal:
Language and Cognitive Aspects of Child Bilingualism: Research Observations and Classroom Applications New editionSuurem pilt
  • Formaat: Hardback, 192 pages, kõrgus x laius: 210x148 mm, kaal: 324 g, 69 Illustrations
  • Sari: Inquiries in Language Learning 28
  • Ilmumisaeg: 26-May-2021
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631825781
  • ISBN-13: 9783631825785
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783631825785.html
"This book investigates how bilingualism affects children's language, cognitive and narrative abilities. The data sample derives from 209 8-12 years old bilingual children, in three different targeted languages (Greek-English, Greek-German, Greek-Albanian) along with 100 monolingual Greek children. The children completed baseline and experimental tasks measuring their vocabulary, grammar, cognitive skills, and narrative production abilities. The outcome of this work reveals that learning to read and write in two languages is beneficial for the development of language and cognitive skills. A strong case can be made to the growing bilingual communities in Germany and beyond to provide literacy training in both languages within mainstream schools, afternoonclasses outside of the curriculum or in community schools."--

This book investigates how bilingualism affects children’s language, cognitive and narrative abilities. The data sample derives from 209 8-12 years old bilingual children, in three different targeted languages (Greek-English, Greek-German, Greek-Albanian) along with 100 monolingual Greek children. The children completed baseline and experimental tasks measuring their vocabulary, grammar, cognitive skills, and narrative production abilities. The outcome of this work reveals that learning to read and write in two languages is beneficial for the development of language and cognitive skills. A strong case can be made to the growing bilingual communities in Germany and beyond to provide literacy training in both languages within mainstream schools, afternoon classes outside of the curriculum or in community schools.



This book investigates the ways and the degree in which bilingualism affects language, cognitive and narrative abilities in bilingual children. The results of the research reveal the significance of biliteracy in the above areas. The book also provides research observations and classroom implications of the finds or the research.

1 Introduction
15(6)
2 Theoretical background
21(26)
2.1 Some Background Information on Child Bilingualism
21(3)
2.2 External Factors
24(5)
2.2.1 Biliteracy
24(3)
2.2.2 Educational Setting
27(2)
2.3 Different Types of Bilingualism: Age of Onset
29(2)
2.4 Socioeconomic Status
31(1)
2.5 Different Types of Bilingualism: Input
32(2)
2.6 Language Dominance in the Bilingual Child
34(2)
2.7 Bilingualism and Vocabulary Skills
36(1)
2.8 Bilingualism and Cognition
37(3)
2.9 Bilingualism and Narrative Skills
40(7)
3 Participants' Profile (Age, Vocabulary Capacity and Background Information)
47(34)
3.1 Preliminary Remarks
47(1)
3.2 Educational Setting
48(4)
3.3 Questionnaire Factors
52(13)
3.4 Profile of Language Abilities
65(16)
3.4.1 Nonverbal Intelligence
65(2)
3.4.2 Vocabulary Scores
67(3)
3.4.3 Methods for Assessing Dominance through Language Proficiency Scores
70(3)
3.4.4 Sentence Repetition Task
73(5)
3.4.5 Lexical Decision Task
78(3)
4 Cognition and Dominance: Educational Setting and Biliteracy Effects
81(18)
4.1 Cognitive Tasks
82(4)
4.2 Results: Balance with 6 Different Ways
86(7)
4.3 Results: Balance Language Proficiency (Between Group Comparisons)
93(3)
4.4 The Variables for a Balanced Bilingual
96(1)
4.5 The Biliteracy Variable
97(2)
5 Narration Task: Description and Coding
99(6)
5.1 Creation of the Four Scenarios
100(2)
5.2 Procedure
102(3)
5.2.1 Instructions
102(1)
5.2.2 Oral Retelling
103(2)
6 Narratives: Macrostructure vs. Microstructure Measures
105(54)
6.1 Objectives
105(3)
6.2 Macrostructure Measures
108(1)
6.3 Microstructure Measures
109(3)
6.4 Results
112(45)
6.4.1 Microstructure: Age Group 8--10 Yrs Old
113(10)
6.4.1 Macrostructure: Age Group 8--10 Yrs Old
123(3)
6.4.2 Microstructure: Age Group 10--12 Yrs Old
126(6)
6.4.3 Macrostructure: Age Group 10--12 Yrs Old
132(2)
6.4.4 The Age Effects: Micro- and Macrostructure Differences in 8--10 vs. 10--12
134(1)
6.4.5 Summary
134(2)
6.4.6 Oral Retellings, Language Abilities Tasks, Cognitive Tasks and Background Measures
136(1)
6.4.7 Microstructure Telling: Age Group 8--10 Yrs Old
137(8)
6.4.8 Macrostructure Telling: Age Group 8--10 Yrs Old
145(2)
6.4.9 The Mode Effect (Retelling vs. Telling): Microstructure Differences
147(1)
6.4.10 Oral Telling, Language Abilities Tasks, Cognitive Tasks and Background Measures
148(1)
6.4.11 Microstructure: Age Group 10--12 Yrs Old: Written Retellings
149(5)
6.4.12 Macrostructure: Age Group 10--12 Yrs Old Written Retelling
154(1)
6.4.13 The Effect of Mode (Retelling vs. Written Retelling): Microstructure Differences
155(1)
6.4.14 Written Retellings, Language Abilities Tasks, Cognitive Tasks and Background Measures
156(1)
6.5 Conclusions
157(2)
7 Practical Applications of Narratives in Language Instruction
159(6)
8 Discussion
165(6)
References 171
Maria Andreou is a postdoctoral fellow at the University of Cologne, participating in the SFB Project 1252 "Prominence in Language". Her scientific interests include bilingualism and multilingualism, literacy, language and cognitive abilities in typical development and in (developmental and acquired) language disorders and narrative development.