Current research in bilingualism and bilingual education

Abstract

"This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism. Each chapter is written by a specialist in the field. Part I focuses on the numerous and heterogeneous relations between languages as well as the implications arising from bilingual speech processing. In Part II, a series of contextualized studies on bilingual classrooms are presented, with diverse research designs applied in different educational settings being a key feature of these studies. Part III bridges theory and practice by offering an insight into mono- and multilingual school settings showcasing examples of educational institutions where bilingualism successfully soared and depicts the needs related to language education."-- Intro; Acknowledgements; Contents; Contributors; Notes on Contributors; Introduction; Part I: Language Acquisition and Linguistic Aspects of Bilingualism; Strategies ofCommunication inanNNB Family: OntheWay toBilingual Maintenance inaMonolingual Context; 1 Defining Non-native Bilingualism; 2 A parent's Role inaChild's Second Language Acquisition; 3 Strategies ofCommunication intheFamily; 4 An Imperfect L2 Spoken by theParents; 5 Issues Related totheAcquisition ofLexis; 6 Hostility oftheMonolingual Environment; 7 The Researched Families andApplied Methodology. 8 The Findings andTheir Analysis9 Strategies Applied inNNB Upbringing andTheir Impact ontheChildren's Linguistic Development; 10 Parents' Attitudes Towards NNB; 11 Conclusion; Appendix: Non-native Bilingual Upbringing inPoland- ACase Study; Part 1: Linguistic Profile oftheFamily; Part 2: Attitudes Towards Bilingualism; References; Is There aRelationship Between Language Competences andMetalinguistic Awareness?; 1 The Concept ofMetalinguistic Awareness; 2 The Relationship BetweenLanguage Competences andMetalinguistic Awareness; 3 The Study; 3.1 Research Questions. 3.2 Participants3.3 Research Instrument andProcedure; 3.4 Results; 4 Conclusion; Appendix: Task Sheet Used intheStudy; References; Two Grammars intheInput: Two Different Strategies toProcess theInput. TheUsage-Based Perspective ontheDevelopment ofNominal Inflections inaBilingual Child; 1 Introduction; 2 Inflection inPolish andEnglish; 3 Methodology; 4 Results; 4.1 Sadie's Productions inEnglish; 4.2 Sadie's English Inflections intheLight ofInput; 4.3 Sadie's Productions inPolish; 4.4 Sadie's Polish Inflections intheLight ofInput: Case Frequencies. 4.5 The Type Frequency ofthe-i marking4.6 Why Does the-i Marking Push Outthe Selected Nominative Forms?; 5 Conclusions; References; A Sociolinguistic Perspective of Codeswitching in French as a Foreign Language Class in Malta and its Implications for Learning; 1 Introduction; 2 French asaSchool Subject Againstthe Backdrop ofBilingual Malta; 3 Studies onCS inMaltese FL Lessons; 4 The Research Study; 4.1 Teacher andLearner Talk andtheWeight ofCodeswitching; 4.2 Main Functions Served by CS; 5 Interpretation ofResults fromtheLanguage Teaching Perspective. 5.1 Interpretation ofResults fromtheSociolinguistic Perspective6 Conclusion; References; Understanding Linguistic Features ofEstonian-Latvian Bilingual Speech; 1 Introduction; 2 Estonian-Latvian Language Contacts andtheData; 2.1 Estonian-Latvian Language Contacts; 2.2 The Participant andtheData; 3 Code-Copying Framework; 4 Analysis; 4.1 Adoption (Latvian L2>Estonian L1); 4.1.1 Global Copying; 4.1.2 Selective Copying; 4.2 Imposition (Estonian L1>Latvian L2); 4.2.1 Global Copying; 4.2.2 Selective Copying; 4.2.3 Mixed Copying; 4.3 Alternation; 5 Discussion; 6 Conclusions; References.