Whether in family life, social interactions, or business negotiations, half the people in the world speak more than one language every day. Yet many myths persist about bilingualism and bilinguals. Does being bilingual mean you are equally fluent in two languages, or that you belong to two cultures, or even that you have multiple personalities? Can you become bilingual only as a child? Why do bilinguals switch from one language to another in mid-sentence? Will raising bilingual children confuse and delay their learning of any language? In a lively and often entertaining book, an international authority on bilingualism, son of an English mother and a French father, explores the many facets of bilingualism. In this book, François Grosjean draws on research, interviews, autobiographies, and the engaging examples of bilingual authors. He describes the various strategies—some useful, some not—used by parents raising bilingual children, explains how children easily pick up and forget languages, and considers how bilingualism affects the experience and expression of emotions, thoughts, and dreams. This book shows that speaking two or more languages is not a sign of intelligence, evasiveness, cultural alienation, or political disloyalty. For millions of people, it’s simply a way of navigating the complexities of life.
The Psycholinguistics of Bilingualism presents acomprehensive introduction to the foundations of bilingualism,covering language processing, language acquisition, cognitionand the bilingual brain. This thorough introduction to the psycholinguistics ofbilingualism is accessible to non-specialists with little previousexposure to the field Introduces students to the methodological approaches currentlyemployed in the field, including observation, experimentation,verbal and computational modelling, and brain imaging Examines spoken and written language processing, simultaneousand successive language acquisition, bilingual memory and cognitiveeffects, and neurolinguistic and neuro-computational models of thebilingual brain Written in an accessible style by two of the field’sleading researchers, together with contributions frominternationally-renowned scholars Featuring chapter-by-chapter research questions, this is anessential resource for those seeking insights into the bilingualmind and our current knowledge of the cognitive basis ofbilingualism
This book explores the life and experiences of one of the world's most renowned and well-respected experts in bilingualism. Francois Grosjean takes us through his life, from his monolingual childhood in a small village outside Paris to the long periods of time he spent in Switzerland, England, France, and the United States, becoming bilingual and bicultural in the process. During his life, his dominant language has changed many times between English and French, and he has also acquired, and subsequently lost, other languages, including American Sign Language. Throughout the book, he combines his personal accounts and anecdotes with insights from and reflections on his extensive scholarly research in bilingualism and biculturalism, which has, in turn, been heavily influenced by his own experiences. Written in an engaging and accessible style, the book will appeal to general readers interested in bilingualism and language contact, educators and parents of bilingual children, researchers working on bilingualism, and to bilinguals themselves.
The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. These include: • defining who is bilingual and multilingual • testing language abilities and language use • languages in communities and minority groups • endangered languages • language planning, language revival • the development of bilingualism in infancy and childhood • bilingualism in the family • age and language learning • adult language learning • bilinguals' thinking skills • bilingualism and the brain • theories of bilingualism • types of bilingual education • heritage language education • evaluations of bilingual education • minority language literacy • biliteracy and multiliteracies • effective teaching and learning methods in bilingual classrooms • the effectiveness of bilingual education in the United States • the history of bilingual education in the United States • language minority underachievement • bilingual special education • the assessment of language minority children • Deaf bilinguals • the spread of English as a global language • learning English as a second or third language • language identity and multiple identities • the politics surrounding language minorities and bilingual education • assimilation and pluralism • bilingualism and employment • bilingualism and the internet
In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
**Honored as a 2013 Choice Outstanding Academic Title** Comprising state-of-the-art research, this substantially expanded and revised Handbook discusses the latest global and interdisciplinary issues across bilingualism and multilingualism. Includes the addition of ten new authors to the contributor team, and coverage of seven new topics ranging from global media to heritage language learning Provides extensively revised coverage of bilingual and multilingual communities, polyglot aphasia, creolization, indigenization, linguistic ecology and endangered languages, multilingualism, and forensic linguistics Brings together a global team of internationally-renowned researchers from different disciplines Covers a wide variety of topics, ranging from neuro- and psycho-linguistic research to studies of media and psychological counseling Assesses the latest issues in worldwide linguistics, including the phenomena and the conceptualization of 'hyperglobalization', and emphasizes geographical centers of global conflict and commerce
Inquiry into signed languages has added to what is known about structural variation and language, language learning, and cognitive processing of language. However, comparatively little research has focused on communication disorders in signed language users. For some deaf children, atypicality is viewed as a phase that they will outgrow, and this results in late identification of linguistic or cognitive deficits that might have been addressed earlier. This volume takes a step towards describing different types of atypicality in language communicated in the signed modality such as linguistic impairment caused by deficits in visual processing, difficulties with motor movements, and neurological decline. Chapters within the book also consider communication differences in hearing children acquiring signed and spoken languages.
People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.
This is a comprehensive and accessible guide to the methods researchers use to study child language, written by experienced scholars in the study of language development. Presents a comprehensive survey of laboratory and naturalistic techniques used in the study of different domains of language, age ranges, and populations, and explains the questions addressed by each technique Presents new research methods, such as the use of functional Near Infrared Spectroscopy (fNIRS) to study the activity of the brain Expands on more traditional research methods such as collection, transcription, and coding of speech samples that have been transformed by new hardware and software
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.