Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-28T07:09:37.540Z Has data issue: false hasContentIssue false

Part One - Becoming and Being a Multilingual Child

Published online by Cambridge University Press:  18 August 2022

Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Abutalebi, J. (2008). Neural aspects of second language representation and languages control. Acta Psychologia (Amst.), 128(3), 466–78.Google ScholarPubMed
Albareda-Castellot, B., Pons, F., & Sebastián-Gallés, N. (2011). The acquisition of phonetic categories in bilingual infants: New data from an anticipatory eye movement paradigm. Developmental Science, 14(2), 395401.CrossRefGoogle ScholarPubMed
Archila-Suerte, P., Bunta, F., & Hernandez, A. E. (2016). Speech sound learning depends on individuals’ ability, not just experience. International Journal of Bilingualism, 20(3), 231–53.Google Scholar
Archila-Suerte, P., Zevin, J., & Hernandez, A. E. (2014). The effect of age of acquisition, socioeducational status, and proficiency on the neural processing of second language speech sounds. Brain and Language, 141, 3549.CrossRefGoogle ScholarPubMed
Archila-Suerte, P., Zevin, J., Ramos, A. I., & Hernandez, A. E. (2013). The neural basis of non-native speech perception in bilingual children. Neuroimage, 67, 5163.CrossRefGoogle ScholarPubMed
Aronin, L., & Hufeisen, B., eds. (2009). The Exploration of Multilingualism: Development of Research on L3, Multilingualism and Multiple Language Acquisition. AILA Applied Linguistics Series 6. Amsterdam/Philadelphia: Benjamins.Google Scholar
Arredondo, M., Hu, X-S., Satterfield, T., & Kovelman, I. (2017). Bilingualism alters children’s frontal lobe functioning for attentional control. Developmental Psychology, 20(3), https://doi.org/10.1111/desc.12377.Google ScholarPubMed
Best, C. T., McRoberts, G. W., & Goodell, E. (2001). Discrimination of non-native consonant contrasts varying in perceptual assimilation to the listener’s native phonological system. Journal of the Acoustical Society of America, 109, 775–94.Google Scholar
Best, C. T., McRoberts, G. W., & Sithole, N. N. (1988). The phonological basis of perceptual loss for nonnative contrasts: Maintenance of discrimination among Zulu clicks by English-speaking adults and infants. Journal of Experimental Psychology: Human Perception and Performance, 14, 345–60.Google Scholar
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge University Press.Google Scholar
Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9(2), https://doi.org/10.1111/cdep.12116.CrossRefGoogle ScholarPubMed
Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory and Cognition, 34(4), 859–73.Google Scholar
Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive vocabulary. Does form similarity matter? International Journal of Behavioral Development, 38, 317–22.Google Scholar
Bosch, L., & Sebastián-Gallés, N. (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46, 217–43.Google Scholar
Brito, N., Grenell, A., & Barr, R. (2014). Specificity of the bilingual advantage for memory: Examining cued recall, generalization, and working memory in monolingual, bilingual, and trilingual toddlers. Frontiers in Psychology, 5, https://doi.org/10.3389/fpsyg.2014.01369.CrossRefGoogle ScholarPubMed
Burling, R. (1959). Language development of a Garo and English speaking child. Word, 15, 4568.CrossRefGoogle Scholar
Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343–48.Google Scholar
Byers-Heinlein, K., Fennell, C. T., & Werker, J. F. (2013). The development of associative word learning in monolingual and bilingual infants. Bilingualism: Language and Cognition, 16(1), 198205.CrossRefGoogle Scholar
Byers-Heinlein, K., Morin-Lessard, E., & Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. Proceedings of the National Academy of Sciences of the United States of America, 114(34), 9032–37.Google Scholar
Byers-Heinlein, K., & Werker, J. F. (2009). Monolingual, bilingual, trilingual: Infants’ language experience influences the development of a word learning heuristic. Developmental Science, 12, 815–23.CrossRefGoogle ScholarPubMed
Byers-Heinlein, K., & Werker, J. F. (2013). Lexicon structure and the disambiguation of novel words: Evidence from bilingual infants. Cognition, 128(3), 407–16.Google Scholar
Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9(2), 131–49.CrossRefGoogle Scholar
David, A., & Li, W. (2008). Individual differences in the lexical development of French–English bilingual children. International Journal of Bilingual Education and Bilingualism, 11(5), 598618.CrossRefGoogle Scholar
De Houwer, A. (1990). The Acquisition of Two Languages from Birth: A Case Study. Cambridge: Cambridge University Press.Google Scholar
De Houwer, A. (1990). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411–24.Google Scholar
Deuchar, M, & Quay, S. (2000). Bilingual Acquisition. Oxford: Oxford University Press.CrossRefGoogle Scholar
Fabiano-Smith, L., & Barlow, J. (2010). Interaction in bilingual phonological acquisition: Evidence from phonetic inventories. International Journal of Bilingual Education and Bilingualism, 31(1), 117.Google Scholar
Fabiano-Smith, L., & Bunta, F. (2012). Voice onset time of voiceless bilabial and velar stops in 3-year-old bilingual children and their age-matched monolingual peers. Clinical Linguistics and Phonetics, 26(2), https://doi.org/10.3109/02699206.2011.595526.Google Scholar
Fan, S., Liberman, Z., Keysar, B., & Kinzler, K. D. (2015). The exposure advantage: Early exposure to a multilingual environment promotes effective communication. Psychological Science, 26(7), 1090–97.CrossRefGoogle ScholarPubMed
Fantini, A. E. (1985). Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective (to Age Ten). Clevedon: Multilingual Matters.Google Scholar
Fennell, C. T. (2005). Balanced and language-dominant bilinguals’ perception of a consonant contrast in infancy. Paper presented at the Int. Congress for the Study of Child Language, Berlin, July 2005.Google Scholar
Gawlitzek-Maiwald, I., & Tracy, R. (1996). Bilingual bootstrapping. Linguistics, 34(5), 901–26.CrossRefGoogle Scholar
Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16(1), 161–79.CrossRefGoogle ScholarPubMed
Goldstein, B., & Bunta, F. (2012). Positive and negative transfer in the phonological systems of bilingual speakers. International Journal of Bilingualism, 16(4), 388401.CrossRefGoogle Scholar
Gósy, M. (2000). The voice onset time of the Hungarian voiceless plosives in words and in spontaneous speech. International Journal of Speech Technology, 3–4, 155–64.Google Scholar
Göncz, L., & Kodzopeljic, J. (1991). Exposure to two languages in the preschool period: Metalinguistic development and the acquisition of reading. Journal of Multilingual and Multicultural Development, 12(3), 137–63.Google Scholar
Grosjean, F. (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1(2), 131–49.Google Scholar
Hart, B., & Risley, T. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Paul H. Brookes.Google Scholar
Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Clevedon: Multilingual Matters.Google Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Senor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 127.Google Scholar
Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418–33.Google Scholar
Hoffmann, C. (1985). Language acquisition in two trilingual children. Journal of Multilingual and Multicultural Development, 6(6), 479–95Google Scholar
Hoffmann, C. (1991). An Introduction to Bilingualism. London: Longman.Google Scholar
Jeremiás, É. (1986). Mai nyelvi változatok és nyelvtörténeti hátterük a perzsában. Keletkutatás, 1986, 5668.Google Scholar
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press.Google Scholar
Johnson, C., & Wilson, I. (2002). Phonetic evidence for early language differentiation: Research issues and some preliminary data. International Journal of Bilingualism, 6(3), 271–89.Google Scholar
Jones, G., & Rowland, C. F. (2017). Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth. Cognitive Psychology, 98, 121.Google Scholar
Kehoe, M. (2002). Developing vowel systems as a window to bilingual phonology. International Journal of Bilingualism, 6(3), 315–34.CrossRefGoogle Scholar
Kovács, A. M., & Mehler, J. (2009a). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences of the United States of America, 106, 6556–60.Google Scholar
Kovács, A. M., & Mehler, J. (2009b). Flexible learning of multiple speech structures in bilingual infants. Science, 5940, 611–12.Google Scholar
Kuhl, P. K., Conboy, B. T., Coffey-Corina, S., Padden, D., Rivera-Gaxiola, M., & Nelson, T. (2008). Early phonetic perception as a pathway to language: New data and native language magnet theory, expanded (NLM-e). Philosophical Transactions of the Royal Society B, 363, 9791000.Google Scholar
Kuwabara, M., & Smith, L. B. (2012). Cross-cultural differences in cognitive development: attention to relations and others. Journal of Experimental Child Psychology, 113, 2035.Google Scholar
Legacy, J., Reider, J., Crivello, C., Kuzyk, O., Friend, M., Zesiger, P., & Dubois, D. (2017). Dog or chien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals. Journal of Child Language, 44(4), 881904.Google Scholar
Leopold, W. (1939, 1947, 1949a, 1949b). Speech Development of a Bilingual Child: A Linguist’s Record, I Vocabulary Growth in the First Two Years; II Sound Learning in the First Two Years; III Grammar and General Problems in the First Two Years; IV Diary from Age Two. Evanston: Northwestern University Press.Google Scholar
Liberman, Z., Woodward, A., Keysar, B., & Kinzler, K. D. (2017). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 20(1), https://doi.org/10.1111/desc.12420.Google Scholar
Lipina, S., Segretin, S., Hermida, J., Prats, L., Fracchia, C., Camelo, J. L., & Colombo, J. (2013). Linking childhood poverty and cognition: environmental mediators of non-verbal executive control in an Argentine sample. Developmental Science, 16(5), 697707.CrossRefGoogle Scholar
Mattock, K., Polka, L., Rvachev, S., & Krehm, M. (2010). The first steps in word learning are easier when the shoes fit: Comparing monolingual and bilingual infants. Developmental Science, 13(1), 229–43.CrossRefGoogle ScholarPubMed
McCarthy, K. M., Mahon, M., Rosen, S., & Evans, B. G. (2014). Speech perception and production by sequential bilingual children: A longitudinal study of Voice Onset Time acquisition. Child Development, 85(5), 1965–80.Google Scholar
Meisel, J. M. (1989). Early differentiation of languages in bilingual children. In Hyltenstam, K. & Obler, L. K., eds., Bilingualism across the Lifespan. Aspects of Acquisition, Maturity, and Loss. Cambridge: Cambridge University Press, pp. 1340.Google Scholar
Montanari, S. (2011). Phonological differentiation before age two in a Tagalog-Spanish-English trilingual child. International Journal of Multilingualism, 8(1), https://doi.org/10.1080/14790711003671846.Google Scholar
Montanari, S. (2013). Productive trilingualism in infancy: What makes it possible? World Journal of English Language, 3(1), https://doi.org/10.5430/wjel.v3n1p62.Google Scholar
Moon, C., Cooper, R. P., & Fifer, W. P. (1993). Two-day-olds prefer their native language. Infant Behavioral Development, 16, 495500.Google Scholar
Navracsics, J. (1999). A kétnyelv gyermek (The Bilingual Child). Budapest: Corvina.Google Scholar
Navracsics, J. (2000). The acquisition of Hungarian phonology by trilingual children. Govor. Casopis za fonetiku, 17(2), 141–54.Google Scholar
Navracsics, J. (2004). Navracsics Corpus: TalkBank (2004). OLAC ID: 1-59642-141-x.Google Scholar
Navracsics, J. (2009). The emergence of L3 lexicon – the onset. In Lengyel, Zs. & Navracsics, J., eds., Studies on the Mental Lexicon: Language Acquisition – Speech Production – Speech Perception. Budapest: Tinta Kiadó, pp. 119–34.Google Scholar
Navracsics, J. (2013). Cognitive advantages of infant bi- and multilingualism. Létünk (Újvidék), 43(1), 3855.Google Scholar
Navracsics, J. (2014). Input or intimacy. Studies in Second Language Learning and Teaching, 4(3), 485506.CrossRefGoogle Scholar
Nicoladis, E. (2001). Finding first words in the input: Evidence from a bilingual child. In Cenoz Iragui, J. & Genesee, F., eds., Trends in Bilingual Acquisition. Amsterdam: John Benjamins, pp. 131–47.Google Scholar
Oksaar, E. (1989). Psycholinguistic aspects of bilingualism. Journal of Multilingual and Multicultural Development, 10(1), 3346.Google Scholar
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76, 763–82.Google Scholar
Parra, M., Hoff, E., & Core, C. (2011). Relations among language exposure, phonological memory, and language development in Spanish-English bilingually-developing two-year-olds. Journal of Experimental Child Psychology, 108(1), 113–25.Google Scholar
Pearson, B. Z., Fernández, S., Lewedag, V., & Oller, D. K. (1997). Input factors in lexical learning of bilingual infants (ages 10 to 30 months). Applied Psycholinguistics, 18, 4158.Google Scholar
Pejovic, J., & Molnar, M. (2017). The development of spontaneous sound–shape matching in monolingual and bilingual infants during the first year. Developmental Psychology, 53(3), 581–86.Google Scholar
Petitto, L. A., Berens, M. S., Kovelman, I., Dubins, M. H., Jasinska, K., & Shalinsky, M. (2012). The “Perceptual Wedge” hypothesis as the basis for bilingual babies’ phonetic processing advantage: New insights from fNIRS brain imaging. Brain and Language, 121(2), 130–43.Google Scholar
Pons, F., Bosch, L., & Lewkowicz, D. (2015). Bilingualism modulates infants’ selective attention to the mouth of a talking face. Psychological Science, 26(4), 490–98.Google Scholar
Quay, S. (2008). Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context. First Language, 28(1), 533.Google Scholar
Quay, S. (2011). Trilingual toddlers at daycare centres: The role of caregivers and peers in language development. International Journal of Multilingualism, 8(1), 2241.Google Scholar
Ronjat, J. (1913). Le Développement du langage observé, chez un enfant bilingue. Paris: Champion.Google Scholar
Ruke-Dravina, V. (1967). Mehrsprachigkeit im Vorschulalter. Travaux de l’Institut de Phonétique de Lund, V. Lund: Gleerup.Google Scholar
Sebastián-Gallés, N., & Bosch, L. (2009). Developmental shift in the discrimination of vowel contrasts in bilingual infants: Is the distributional account all there is to it? Developmental Science, 12(6), 874–87.CrossRefGoogle Scholar
Stavans, A., & Hoffmann, C. (2015). Multilingualism. Cambridge: Cambridge University Press.Google Scholar
Stavans, A., & Porat, R. (2019). Codeswitching in multilingual communities. In Montanari, S. & Quay, S., eds., Multidisciplinary Perspectives on Multilingualism: The Fundamentals. Boston: De Gruyter Mouton, pp. 123–49.Google Scholar
Sundara, M., Polka, L., & Genesee, F. (2006). Language-experience facilitates discrimination of /d-/ in monolingual and bilingual acquisition of English. Cognition, 100(2), 369–88.Google Scholar
Sundara, M., & Scutellaro, A. (2011). Rhythmic distance between languages affects the development of speech perception in bilingual infants. Journal of Phonetics, 39(4), 505–13.CrossRefGoogle Scholar
Taeschner, T. ( 1983 ). The Sun Is Feminine: A Study on Language Acquisition in Bilingual Children. Berlin/Heidelberg: Springer.Google Scholar
Tare, M., & Gelman, S. (2011). Bilingual parents’ modeling of pragmatic language use in multiparty interactions. Applied Psycholinguistics, 32(4), 761–80.Google Scholar
Vihman, M. M., Thierry, G., Lum, J., Keren-Portnoy, T., & Martin, P. (2007). Onset of word form recognition in English, Welsh, and English-Welsh bilingual infants. Applied Psycholinguistics, 28, 475–93.Google Scholar
Volterra, V., & Taeschner, T. (1978). The acquisition and development of language by bilingual children. Journal of Child Language, 5, 311–26.Google Scholar
Watson, I. (1991). Phonological processing in two languages. In Bialystok, E., ed., Language Processing in Bilingual Children. Cambridge: Cambridge University Press, pp. 2548.CrossRefGoogle Scholar
Werker, J. F., & Byers-Heinlein, K. (2008). Bilingualism in infancy: First steps in perception and comprehension. Trends in Cognitive Science, 12, 144–51.Google Scholar
Werker, J. F., Byers-Heinlein, K., & Fennell, C. T. (2009). Bilingual beginnings to learning words. Philosophical Transactions of the Royal Society B, 364, 3649–63.CrossRefGoogle ScholarPubMed
Werker, J. F., Maurer, D., & Yoshida, K. (2009). Cultural influence on perceptual development in infancy. In Bornstein, M. H., ed., Handbook of Cross-cultural Developmental Science. New York: Psychology Press, pp. 89125.Google Scholar
Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavioral Development, 7, 4963.Google Scholar

References

Barni, M., Kolyva, K., Machetti, S., & Palove, R. (2014). Linguistic landscape theory in language learning. In Pixel, ed., Conference Proceedings, The Future of Education. Padua: Libreriauniversitaria.it edizioni, Webster, pp. 333–36.Google Scholar
Bishop, M. (2010). Happen can’t hear: An analysis of code-blends in hearing, native signers of American Sign Language. Sign Language Studies, 11(2), 205–40.Google Scholar
Byers-Heinlein, K. (2013). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism: Language and Cognition, 16(1), 3248.Google Scholar
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 318.Google Scholar
Cenoz, J., & Gorter, D. (2008). The linguistic landscape as an additional source of input in second language acquisition. IRAL-International Review of Applied Linguistics in Language Teaching, 46(3), 267–87.Google Scholar
Chen Pichler, D., Lillo-Martin, D., & Palmer, J. L. (2018). A short introduction to heritage signers. Sign Language Studies, 18(3), 309–27.Google Scholar
Chen Pichler, D., Reynolds, W., & Palmer, J. L. (2019). Multilingualism in signing communities. In Montanari, S. & Quay, S., eds., Multidisciplinary Perspectives on Multilingualism: The Fundamentals. De Gruyter Mouton, pp. 175202.Google Scholar
Chen Pichler, D., Reynolds, W., Palmer, J., Muller de Quadros, R., Kozak, V., & Lillo-Martin, D. (2017). Heritage signers: Bimodal bilingual children from deaf families. In Choi, J., Demirdache, H., Lungu, O., & Voeltzel, L., eds., Language Acquisition at the Interfaces: Proceedings of GALA 2015. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 247–69.Google Scholar
Costello, B., Fernández, J., & Landa, A. (2006). The non-(existent) native signer: Sign language research in a small deaf population. In Quadros, R., ed., Ninth Theoretical Issues in Sign Language Research conference (TISLR 9). Petropόlis: Editora Arara Azul, pp. 7794.Google Scholar
Curdt-Christiansen, X. L., & Lanza, E. (2018). Language management in multilingual families: Efforts, measures and challenges. Multilingua, 37(2), 123–30.CrossRefGoogle Scholar
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–24.Google Scholar
De Houwer, A. (2017). Early multilingualism and language awareness. In Cenoz, J., Gorter, D., & May, S., eds., Language Awareness and Multilingualism. Berlin: Springer International Publishing, pp. 8397.Google Scholar
De Meulder, M. (2016). The Power of Language Policy: The Legal Recognition of Sign Languages and the Aspirations of Deaf Communities. PhD dissertation, University of Jyväskylä (Jyväskylä Studies in Humanities 301).Google Scholar
De Meulder, M., Krausneker, V., Turner, G., & Conama, J. B. (2019). Sign language communities. In Hogan-Brun, G. & O’Rourke, B., eds., The Palgrave Handbook of Minority Languages and Communities. London: Palgrave Macmillan, pp. 207–32.Google Scholar
De Meulder, M., Kusters, A., Moriarty, E., & Murray, J. J. (2019). Describe, don’t prescribe. The practice and politics of translanguaging in the context of deaf signers. Journal of Multilingual and Multicultural Development, 40(10), 892906.Google Scholar
De Weerdt, D., & De Weerdt, L. (2017). Little Leon signing and speaking. Kieli, koulutus ja yhteiskunta, www.kieliverkosto.fi/article/little-leonsigning-and-speaking/.Google Scholar
Emmorey, K., Borinstein, H. B., Thompson, R., & Gollan, T. H. (2008). Bimodal bilingualism. Bilingualism: Language and Cognition, 11(1), 4661.Google Scholar
Emmorey, K., Giezen, M. R., & Gollan, T. H. (2016). Psycholinguistic, cognitive, and neural implications of bimodal bilingualism. Bilingualism: Language and Cognition, 19(2), 223–42.Google Scholar
Emmorey, K., Petrich, J. A., & Gollan, T. H. (2012). Bilingual processing of ASL–English code-blends: The consequences of accessing two lexical representations simultaneously. Journal of Memory and Language, 67(1), 199210.CrossRefGoogle ScholarPubMed
Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Balčiūnienė, I., & Walters, J. (2012). MAIN: Multilingual Assessment Instrument for Narratives. Berlin: Zentrum für Allgemeine Sprachwissenschaft.Google Scholar
Gathercole, V. C. M., & Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12(2), 213–37.Google Scholar
Gharibi, K., & Boers, F. (2017). Influential factors in incomplete acquisition and attrition of young heritage speakers’ vocabulary knowledge. Language Acquisition, 24(1), 5269.Google Scholar
Gorter, D. (2018). Linguistic landscapes and trends in the study of schoolscapes. Linguistics and Education, 44(1), 8085.Google Scholar
Grosjean, F. (2010). Bilingual: Life and Reality. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Hammer, C. S., Davison, M. D., Lawrence, F. R., & Miccio, A. W. (2009). The effect of maternal language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13(2), 99121.Google Scholar
Hanhikoski, C. (2020). Linguistic Environment of Children Acquiring Finnish Sign Language. MA dissertation, University of Jyväskylä.Google Scholar
Herdina, P., & Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Bristol: Multilingual Matters.Google Scholar
Hiddinga, A., & Crasborn, O. (2011). Signed languages and globalization. Language in Society, 40(4), 483505.Google Scholar
Hoff, C., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 127.Google Scholar
Hoffmann, C. (2001). The status of trilingualism in bilingualism studies. In Cenoz, J., Jessner, U., & Hufeisen, B., eds., Looking Beyond Second Language Acquisition: Studies in Tri- and Multilingualism, Vol. 6. Tübingen: Stauffenburg, pp. 1325.Google Scholar
Hofmann, K., & Chilla, S. (2015). Bimodal bilingual language development of hearing children of deaf parents. European Journal of Special Needs Education, 30(1), 3046.Google Scholar
Kanto, L. (2016). Two Languages, Two Modalities. A Special Type of Early Bilingual Language Acquisition in Hearing Children of Deaf Parents. Acta Universi Tatis Ouluensis. B Humaniora, 141. Oulu: University of Oulu.Google Scholar
Kanto, L., Huttunen, K., & Laakso, M. (2013). Relationship between the linguistic environments and early bilingual language development of hearing children in deaf-parented families. Journal of Deaf Studies and Deaf Education, 18(2), 242–60.Google Scholar
Kanto, L., Laakso, M., & Huttunen, K. (2017). Use of code-mixing by young hearing children of deaf parents. Bilingualism: Language and Cognition, 20(5), 947–64.Google Scholar
Lanza, E., & Curdt-Christiansen, X. L. (2018). Multilingual families: aspirations and challenges. International Journal of Multilingualism, 15(3), 231–32.Google Scholar
Lillo-Martin, D., de Quadros, R. M., Chen Pichler, D., & Fieldsteel, Z. (2014). Language choice in bimodal bilingual development. Frontiers in Psychology, 5, https://doi.org/10.3389/fpsyg.2014.01163.Google Scholar
Lillo-Martin, D., Koulidobrova, H., Quadros, R. D., & Chen Pichler, D. (2012). Bilingual language synthesis: Evidence from WH-questions in bimodal bilinguals. In Proceedings of the 36th Annual Boston University Conference on Language Development (Vol. 302). Somerville: Cascadilla Press, pp. 302–14.Google Scholar
Macalister, J. (2010). Emerging voices or linguistic silence? Examining a New Zealand linguistic landscape. Multilingua, 29(1), 5575.Google Scholar
Mieszkowska, K., Łuniewska, M., Kołak, J., Kacprzak, A., Wodniecka, Z., & Haman, E. (2017). Home language will not take care of itself: Vocabulary knowledge in trilingual children in the united kingdom. Frontiers in Psychology, 8, https://doi.org/10.3389/fpsyg.2017.01358.CrossRefGoogle Scholar
Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138–63.Google Scholar
Montanari, S. (2010). Translation equivalents and the emergence of multiple lexicons in early trilingual development. First Language, 30(1), 102–25.CrossRefGoogle Scholar
Montanari, S. (2013). Productive trilingualism in infancy: What makes it possible? World Journal of English Language, 3(1), 6277.Google Scholar
Palmer, J. (2015). ASL Word Order Development in Bimodal Bilingual Children: Early Syntax of Hearing and Cochlear-Implanted Deaf Children from Signing Families. PhD dissertation, Gallaudet University, Washington, DC.Google Scholar
Paradis, J. (2007). Early bilingual and multilingual acquisition. In Auer, P. & Li, W., eds., Handbook of Multilingualism and Multilingual Communication. Berlin: Mouton de Gruyter, pp. 1544.Google Scholar
Paradowski, M. B., & Bator, A. (2018). Perceived effectiveness of language acquisition in the process of multilingual upbringing by parents of different nationalities. International Journal of Bilingual Education and Bilingualism, 21(6), 647–65.Google Scholar
Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82(6), 1834–49.Google Scholar
Pearson, B. Z., Fernández, S.C., Lewendag, V., & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants (ages 10 to 30 months). Applied Psycholinguistics, 18(1), 4158.CrossRefGoogle Scholar
Petitto, L.A., Katerelos, M., Levy, B., Gauna, K., Tétreault, K., & Ferraro, V. (2001). Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition. Journal of Child Language, 28(6), 453–96.Google Scholar
Pizer, G. (2018). To be seen and/or heard: Audience design in bimodal bilingual families. International Journal of Bilingual Education and Bilingualism, 24: https://doi.org/10.1080/13670050.2018.1517723.Google Scholar
Pizzo, L. (2016). d/Deaf and hard of hearing multilingual learners: The development of communication and language. American Annals of the Deaf, 161(1), 1732.Google Scholar
Quinto-Pozos, D. (2009). Code-switching between sign languages. In Bullock, B. & Toribio, J., eds., The Handbook of Code-Switching. Cambridge: Cambridge University Press, pp. 221–37.Google Scholar
Reynolds, W. (2018). Young bimodal bilingual development of referent tracking in signed narratives: Further justification of heritage signer status. Sign Language Studies, 18(3), 328–54.Google Scholar
Sivunen, N. (2019). An ethnographic study of deaf refugees seeking asylum in Finland. Societies, 9(1), https://doi.org/10.3390/soc9010002.Google Scholar
Swanwick, R. (2017). Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism, 14(3), 233–49.Google Scholar
Tang, G., & Sze, F. (2018). Bilingualism and sign language research. In De Houwer, A., & Ortega, L., eds., The Cambridge Handbook of Bilingualism. Cambridge: Cambridge University Press, pp. 483509.Google Scholar
Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15(4), 426–45.Google Scholar
Tuller, L., (2015). Clinical use of parental questionnaires in multilingual contexts. In Armon-Lotem, S., de Jong, J. & Meir, N., eds., Assessing Multilingual Children: Disentangling Bilingualism from Language Impairment. Bristol: Multilingual Matters, pp. 301–30.Google Scholar
Vere, A. (2014). Bimodal Trilingual Language Acquisition: A Case Study Looking at the Linguistic Development of a Hearing Child with Deaf Parents. MA thesis, University of Malta.Google Scholar
Unsworth, S. (2013). Assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: The case of Dutch gender. Bilingualism: Language and Cognition, 16(1), 86110.Google Scholar
Zeshan, U., & Panda, S. (2015). Two languages at hand: Code-switching in bilingual deaf signers. Sign Language & Linguistics, 18(1), 90131.Google Scholar

References

Aldridge, M., Borsley, R., Clack, S., & Creunant, G. (1998). The acquisition of noun phrases in Welsh. In Sorace, A., Heycock, C. B., & Shillcock, R., eds., Proceedings of the GALA ’97 conference on Language Acquisition. Edinburgh: University of Edinburgh, pp. 69.Google Scholar
Bain, B., & Yu, A. (1980). Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4), 304–13, https://doi.org/10.1037/h0081106.Google Scholar
Behrens, H. (2006). The input–output relationship in first language acquisition. Language and Cognitive Processes, 21, 224.Google Scholar
Behrens, H. (2009). Usage-based and emergentist approaches to language acquisition. Linguistics, 47(2), 383411, https://doi.org/10.1515/LING.2009.014.Google Scholar
Bernardini, P., & Schlyter, S. (2004). Growing syntactic structure and code-mixing in the weaker language: The ivy hypothesis. Bilingualism: Language and Cognition, 7(1), 4669.CrossRefGoogle Scholar
Blokzijl, J., Deuchar, M., & Parafita Couto, M. C. (2017). Determiner asymmetry in mixed nominal constructions: The role of grammatical factors in data from Miami and Nicaragua. Languages, 2(4), https://doi.org/10.3390/languages2040020.Google Scholar
Byers-Heinlein, K. (2013). Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size. Bilingualism: Language and Cognition, 16(1), 3248.Google Scholar
Cantone, K. F. (2007). Code-Switching in Bilingual Children. Dordrecht: Springer.Google Scholar
Chan, B. H.-S., (2003). Aspects of the Syntax, the Pragmatics and the Production of Code-Switching: Cantonese and English. New York: Peter Lang.Google Scholar
Chen, K. H. Y. C. (2015). Styling bilinguals: Analyzing structurally distinctive code-switching styles in Hong Kong. In Stell, G. and Yakpo, K., eds., Code-Switching between Structural and Sociolinguistic Approaches. Berlin/Munich/Boston: de Gruyter, pp. 163–84.Google Scholar
Chomsky, N. (1980). Rules and Representations. Oxford: Blackwell.Google Scholar
Comeau, L., Genesee, F., & Lapaquette, L. (2003). The Modeling Hypothesis and child bilingual codemixing. International Journal of Bilingualism, 7(2), 113–26, doi:10.1177/13670069030070020101.Google Scholar
De Houwer, A. (1990). The Acquisition of Two Languages from Birth: A Case Study. Cambridge: Cambridge University Press.Google Scholar
De Houwer, A. (2004). Trilingual input and children’s language use in trilingual families in Flanders. In Hoffmann, C. & Ytsma, J., eds., Trilingualism in Family, School, and Community. Clevedon: Multilingual Matters, pp. 118–38.Google Scholar
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411–24.Google Scholar
De Houwer, A. (2009). Bilingual First Language Acquisition. Bristol: Multilingual Matters.Google Scholar
De Houwer, A. (2014). The absolute frequency of maternal input to bilingual and monolingual children: a first comparison. In Grüter, T. & Paradis, J., eds., Input and Experience in Bilingual Development. Amsterdam: John Benjamins, pp. 3758.Google Scholar
De Houwer, A. (2018). The role of language input environments for language outcomes and language acquisition in young bilingual children. In Miller, D., Bayram, F., Rothman, J., & Serratrice, L., eds., Bilingual Cognition and Language: The State of the Science across Its Subfields. Amsterdam: John Benjamins, pp. 127–54.Google Scholar
Deuchar, M. (2020). Code-switching in linguistics: A position paper. Languages, 5(2), https://doi.org/10.3390/languages5020022.Google Scholar
Deuchar, M., & Clark, A. (1996). Early bilingual acquisition of the voicing contrast in English and Spanish. Journal of Phonetics, 24, 351–65.CrossRefGoogle Scholar
Deuchar, M., & Muntz, R. (2003). Factors accounting for code-mixing in an early developing bilingual. In Müller, N., ed., (In)vulnerable Domains in Multilingualism. Amsterdam: John Benjamins, pp. 161–90.Google Scholar
Deuchar, M., & Quay, S. (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford: Oxford University Press.CrossRefGoogle Scholar
Deuchar, M., Webb-Davies, P., & Donnelly, K. (2018). Building and Using the Siarad Corpus Bilingual Conversations in Welsh and English. Amsterdam: John Benjamins.Google Scholar
Di Sciullo, A. M., Muysken, P., & Singh, R. (1986). Government and code-mixing. Journal of Linguistics, 22, 124.CrossRefGoogle Scholar
Döpke, S. (1992). One Parent One Language: An Interactional Approach. Amsterdam: John Benjamins.Google Scholar
Eichler, N., Hager, M., & Müller, N. (2012) Code-switching within determiner phrases in bilingual children: French, Italian, Spanish and German. Zeitschrift für französische Sprache und Literatur, 122(3), 227–58.Google Scholar
Fantini, A. E. (1985). Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective (to Age Ten). Clevedon: Multilingual Matters.Google Scholar
Ganek, H., & Eriks-Brophy, (2018). Language environment analysis (LENA) system investigation of day-long recordings in children: A literature review. Journal of Communication Disorders, 72, 7785.Google Scholar
Gardner-Chloros, P. 2009. Code-Switching. Cambridge: Cambridge University Press.Google Scholar
Gathercole, V. C. M., & Thomas, E. M. 2009. Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12(2), 312–37, https://doi.org/10.1017/S1366728909004015.Google Scholar
Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16(1), 161–79.Google Scholar
Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22(3), pp. 611–31, https://doi.org/10.1017/s0305000900009971.Google Scholar
Goldberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority L1 children learning English as a L2. Applied Psycholinguistics, 29, 125.Google Scholar
Goodz, N. S. (1989). Parental language mixing in bilingual families. Infant Mental Health Journal, 10(1), 2544.3.0.CO;2-R>CrossRefGoogle Scholar
Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 315.Google Scholar
Hebblethwaite, B. (2010). Adverb code-switching among Miami’s Haitian Creole–English second generation. Bilingualism: Language and Cognition, 13(4), 409–28, https://doi.org/10.1017/s1366728909990563.Google Scholar
Hoffman, C. 1985. Language acquisition in two trilingual children. Journal of Multilingual and Multicultural Development, 6, 479–95.Google Scholar
Hyltenstam, K., & Abramsson, N. (2000). Who can become native-like in a second language? All, some, or none? Studia Linguistica, 54(2), 150–66.Google Scholar
Hyltenstam, K., & Abramsson, N. (2003). Maturational constraints in SLA. In Doughty, C. J. & Long, M. H., eds., The Handbook of Second Language Acquisition. Malden: Blackwell, pp. 539–88, https://doi.org/10.1002/9780470756492.ch17.Google Scholar
Kielhöfer, B., & Jonekeit, S. (1983). Zweisprachige Kindererziehung. Tübingen: Stauffenberg.Google Scholar
Köppe, R. (1997). Sprachentrennung im frühen bilingualen Erstsprachwerb Französisch/Deutsch. Tübingen: Gunter Narr.Google Scholar
Langacker, R. W. (1987). Foundations of Cognitive Grammar, Vol. 1: Theoretical Prerequisites. Stanford: Stanford University Press.Google Scholar
Langacker, R. W. (2008). Cognitive Grammar: A Basic Introduction. Oxford: Oxford University Press.Google Scholar
Lanza, E. (1997). Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective. Oxford: Oxford University Press.Google Scholar
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley.Google Scholar
Leopold, W. F. (1939–49). Speech Development of a Bilingual Child: A Linguist’s Record, Vols. I–IV. Evanston: Northwestern University Press.Google Scholar
Lieven, E., & Behrens, H. (2012). Dense sampling. In Hoff, E., Research Methods in Child Language: A Practical Guide. Oxford: Blackwell, pp. 226–39.Google Scholar
Lyu, D.-C., Tan, T.-P., Chng, E. S., & Li, H. (2010). SEAME: A Mandarin-English code-switching speech corpus in South-East Asia. INTERSPEECH-2010, 1986–89.CrossRefGoogle Scholar
MacWhinney, B. (2000). The CHILDES Project. Tools for Analyzing Talk, 2nd ed. Hillsdale: Lawrence Erlbaum.Google Scholar
Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talk to young Spanish-English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure. Developmental Science, 20(1), 123, https://doi.org/10.1111/desc.12425.Google Scholar
McLaughlin, B. (1978). Second-Language Acquisition in Childhood. Hillsdale: Lawrence Erlbaum.Google Scholar
Meisel, J. M. (1994). Code-switching in young bilingual children. Studies in Second Language Acquisition, 16(4), https://doi.org/10.1017/s0272263100013449.Google Scholar
Meisel, J. M. (2010). Age of onset in successive acquisition of bilingualism: Effects on grammatical development. In Kail, M. & Hickmann, M., eds., Language Acquisition across Linguistic and Cognitive Systems. Amsterdam: John Benjamins, pp. 225–48.Google Scholar
Mikes, M. (1990). Some issues of lexical development in early bi- and trilinguals. In Conti-Ramsden, G. & Snow, C., eds., Children’s Language, Vol. 7. Hillsdale: Lawrence Erlbaum, pp. 103–20.Google Scholar
Myers-Scotton, C. (1997). Duelling Languages: Grammatical Structure in Codeswitching. Oxford: Clarendon Press.Google Scholar
Nicoladis, E., & Genesee, F. (1998). Parental discourse and codemixing in bilingual children. International Journal of Bilingualism, 2(1), 8599.Google Scholar
Oller, D. K. (2010). All-day recordings to investigate vocabulary development: A case study of a trilingual toddler. Communication Disorders Quarterly, 31(4), 213–22.Google Scholar
Padilla, A. M., & Lindholm, K. J. (1984). Child bilingualism: The same old issues revisited. In Martinez, J. L. & Mendoza, R. H., eds., Chicano Psychology, 2nd ed. Orlando: Academic Press.Google Scholar
Paradis, J. (2011). Individual differences in child English second language acquisition. Linguistic Approaches to Bilingualism, 1(3), 213–37.Google Scholar
Paradis, J., Nicoladis, E., & Genesee, F. (2000). Early emergence of structural constraints on code-mixing: Evidence from French–English bilingual children. Bilingualism: Language and Cognition, 3(3), 245–61, https://doi.org/10.1017/s1366728900000365.Google Scholar
Patuto, M., Hager, M., Gil, L. A., Eichler, N., Jansen, V., Schmeißer, A., & Müller, N. (2014). Child-external and -internal factors in bilingual code-switching: Spanish, Italian, French and German. In Koll-Stobbe, A. & Knospe, S., eds., Language Contact around the Globe. Proceedings of the LCTG3 Conference. Bern: Peter Lang, pp. 191209.Google Scholar
Phillips, S., & Deuchar, M. (forthcoming). The role of the input in the acquisition of code-switching.Google Scholar
Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish Y TERMINO EN ESPAÑOL: Toward a typology of code-switching. Linguistics, 18(7–8), 581618.Google Scholar
Pullum, G. K., & Scholz, B. C. (2002). Empirical assessment of stimulus poverty arguments. The Linguistic Review, 18(1–2), https://doi.org/10.1515/tlir.19.1-2.9.Google Scholar
Quay, S. (2012) Discourse practices of trilingual mothers: Effects on minority home language development in Japan. International Journal of Bilingual Education and Bilingualism, 15(4), 435–53.Google Scholar
Romaine, S. (1995). Bilingualism, 2nd Ed. Oxford: Blackwell.Google Scholar
Ronjat, J. (1913). Le Développement du langage observé chez un enfant bilingue. Paris: Champion.Google Scholar
Stavans, A. (1992) Sociolinguistic factors affecting codeswitches produced by trilingual children. Language, Culture and Curriculum, 5(1), 4153, https://doi.org/10.1080/07908319209525113.Google Scholar
Stavans, A., & Swisher, V. (2006) Language switching as a window on trilingual acquisition. International Journal of Multilingualism, 3(3), 193220, https://doi.org/10.2167/ijm020.0.Google Scholar
Swain, M. (1972). Bilingualism as a First Language. PhD dissertation, University of California, Irvine.Google Scholar
Unsworth, S. (2013). Current issues in multilingual first language acquisition. Annual Review of Applied Linguistics, 33, 2150, https://doi.org/10.1017/s0267190513000044.Google Scholar
Vihman, M. M. (1998). A developmental perspective on codeswitching: Conversations between a pair of bilingual siblings. International Journal of Bilingualism, 2(1), 4584, https://doi.org/10.1177/136700699800200103.Google Scholar
Vihman, M. M., & McLaughlin, B. (1982). Bilingualism and second language acquisition in pre-school children. In Brainerd, C. J. & Pressley, M., eds., Verbal Processes in Children. New York: Springer, pp. 3558.Google Scholar
Vihman, V. (2018). Language interaction in emergent grammars: Morphology and word order in bilingual children’s code-switching. Languages, 3(40), 124, https://doi.org/10.3390/languages3040040.Google Scholar
Weber-Fox, C., & Neville, H. (1999). Functional neural subsystems are differentially affected by delays in second language immersion: ERP and behavioural evidence in bilinguals. In Birdsong, D., ed., Second Language Acquisition and the Critical Period Hypothesis. Mahwah: Lawrence Erlbaum, pp. 2358.Google Scholar
Xiangjun, D., & Yip, V. (2018) A multimedia corpus of child Mandarin: The Tong Corpus. Journal of Chinese Linguistics, 46(1), 6992.Google Scholar
Yip, V. (2013) Simultaneous language acquisition. In Grosjean, F. & Li, P., eds., The Psycholinguistics of Bilingualism. Oxford: Wiley-Blackwell, pp. 119–36.Google Scholar
Yip, V., & Matthews, S. (2016). Code-mixing and mixed verbs in Cantonese-English bilingual children: Input and innovation. Languages, 1(4), 114, https://doi.org/10.3390/languages1010004.Google Scholar
Yow, W. Q., Tan, J. S. H., & Flynn, S. (2018). Code-switching as a marker of linguistic competence in bilingual children. Bilingualism: Language and Cognition, 21(5), 1075–90.Google Scholar

References

Adamson, B., & Feng, A. (2014). Models for trilingual education in the People’s Republic of China. In Gorter, D., Zenotz, V., & Cenoz, J., eds., Minority Languages and Multilingual Education. Dordrecht: Springer, pp. 2944.Google Scholar
Arshad, R., Wrigley, T., & Pratt, L. (2019). Social Justice Re-examined: Dilemmas and Solutions for the Classroom Teacher, 2nd Ed. London: UCL Institute of Education Press.Google Scholar
Alber, E. (2012). South Tyrol’s education system: Plurilingual answers for monolinguistic spheres? L’Europe en Formation, 363(1), 399415.Google Scholar
Avineri, N., Graham, L. R., Johnson, E. J., Riner, R. C., & Rosa, J. (2019). Language and Social Justice in Practice. New York: Routledge.Google Scholar
Baker, C., & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism, 6th Ed. Bristol: Multilingual Matters.Google Scholar
Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24(82), 129.Google Scholar
Beetsma, D. (2001). Trilingual Primary Education in Europe: Inventory of the Provisions for Trilingual Primary Education in Minority Language Communities of the European Union. Leeuwarden: Mercator Education.Google Scholar
Benson, C. (2014). Adopting a multilingual habitus: What North and South can learn from each other about the essential role of non-dominant languages in education. In Gorter, D., Zenotz, V., & Cenoz, J., eds., Minority Languages and Multilingual Education: Bridging the Local and the Global. Dordrecht: Springer, pp. 1128.Google Scholar
Benson, C. (2017). Multilingual education for all: Applying an integrated multilingual curriculum model to low-income contexts. In Coleman, H., ed., Multilingualism and Development. London: British Council, pp. 101–13.Google Scholar
Blanchet, P. (2016) Discriminations. Combattre la glottophobie. Paris: Textuel.Google Scholar
Bunyi, G., & Schroeder, L. (2017) Bilingual education in sub-Saharan Africa: Policies and practice. In García, O., Lin, A. M. Y., & May, S., eds., Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham: Springer, pp. 311–28.Google Scholar
Butler, Y. G. (2017). The dynamics of motivation development among young learners of English in China. In Enever, J. & Lindgren, E., eds., Early Language Learning: Complexity and Mixed Methods. Bristol: Multilingual Matters, pp. 1128.Google Scholar
Canagarajah, S., & Ashraf, H. (2013). Multilingualism and education in South Asia: Resolving policy/practice dilemmas. Annual Review of Applied Linguistics, 33, 258–85.Google Scholar
Carder, M. (2007). Bilingualism in International Schools. A Model for Enriching Language Education. Clevedon: Multilingual Matters.Google Scholar
Carvajal, A. B., & Tejada-Sánchez, I. (2016). Questions in Colombia’s foreign language education policy. Profile, 18(1), 185201.Google Scholar
Cenoz, J. (2005). English in bilingual programs in the Basque Country. International Journal of the Sociology of Language, 171, 4157.Google Scholar
Cenoz, J. (2013). Bilingual and multilingual education: Overview. In Chapelle, C. A., The Encyclopedia of Applied Linguistics. New York: Blackwell, pp. 510–17.Google Scholar
Cenoz, J., & Gorter, D. (2011). Focus on multilingualism: A study of trilingual writing. The Modern Language Journal, 95(3), 356–69.Google Scholar
Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In Blackledge, A. & Creese, A., eds, Heteroglossia as Practice and Pedagogy. Dordrecht: Springer, pp. 239–54.Google Scholar
Cenoz, J., & Valencia, J. F. (1994). Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics, 15(2), 195207.Google Scholar
Coleman, H. (2011). Dreams and Realities: Developing Countries and the English Language. London: British Council.Google Scholar
Conteh, J. (ed.) (2018). Researching Education for Social Justice in Multilingual Settings: Ethnographic Principles in Qualitative Research. London: Bloomsbury.Google Scholar
Council of Europe (1954). European Cultural Convention Paris, 19.XII.1954. Retrieved 3 March 2020 from www.coe.int/en/web/conventions/full-list/-/conventions/rms/090000168006457e.Google Scholar
Council of Europe (1992). European Charter for Regional or Minority Languages. Retrieved 17 April 2020 from www.coe.int/en/web/conventions/full-list/-/conventions/rms/0900001680695175.Google Scholar
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Modern Language Division, Strasbourg. Cambridge: Cambridge University Press. Retrieved 3 June 2020 from https://rm.coe.int/16802fc1bf.Google Scholar
Council of Europe (2009). Regional, Minority and Migration Languages. Strasbourg: Language Policy Division. Retrieved 2 April 2020 from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016805a234d.Google Scholar
Coupland, N. (2012) The Handbook of Language and Globalization. London: Wiley-Blackwell.Google Scholar
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–62.Google Scholar
de Mejía, A. M. (2009). Teaching English to young learners in Colombia: Policy, practice and challenges. MEXTESOL Journal, 33, 103–14.Google Scholar
de Mejía, A. M. (2011). The National Bilingual Programme in Colombia: Imposition or opportunity? Apples, Journal of Applied Language Studies, 5(3), 717.Google Scholar
Department of Basic Education (DBE) (2013). The Incremental Introduction of African Language in South African Schools. Draft Policy. Retrieved 3 June 2020 from www.education.gov.za/Portals/0/Documents/Policies/IIAL Policy September 2013 (3).pdf?ver=2015-03-26-102501-853.Google Scholar
Department of Basic Education (DBE) (2015). Regulations Pertaining to the National Curriculum Statement Grade R to 12. Retrieved 3 June 2020 from www.education.gov.za/Portals/0/Documents/Policies/PolicyProgPromReqNCS.pdf?ver=2015-02-03-154857-397.Google Scholar
Duarte, J. (2019). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 22(2), 150–64.Google Scholar
Enever, J. (2011). ELLiE: Early Language Learning in Europe. London: British Council.Google Scholar
Enever, J. (2018). Policy and Politics in Global Primary English. Oxford: Oxford University Press.Google Scholar
European Commission. (2000). Presidency Conclusions Lisbon European Council. Retrieved 2 April 2020 from www.europarl.europa.eu/summits/lis1_en.htm.Google Scholar
European Commission. (2002). Presidency Conclusions Barcelona European Council. Retrieved 2 April 2020 from https://ec.europa.eu/commission/presscorner/detail/en/PRES_02_930.Google Scholar
European Commission. (2007). Making Globalisation Profitable. Luxembourg: Office for Official Publications of the European Communities.Google Scholar
European Commission. (2008). Council Conclusions on Multilingualism Barcelona. Official Journal of the European Union. Retrieved 2 April 2020 from https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:140:0014:0015:EN:PDF.Google Scholar
European Commission. (2012). First European Survey on Language Competences: Executive Summary. Luxembourg: Publications Office of the European Union.Google Scholar
European Commission/EACEA/Eurydice (2017). Key Data on Teaching Languages at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union. Retrieved 22 December 2020 from https://eacea.ec.europa.eu/national-policies/eurydice/content/key-data-teaching-languages-school-europe-–-2017-edition_en.Google Scholar
European Commission/EACEA/Eurydice (2019). The Teaching of Regional or Minority Languages in Schools in Europe. Eurydice Report. Luxembourg: Publications office of the European Union. Retrieved 3 June 2020 from https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/minority_languages_en.pdf.Google Scholar
Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice European Unit: Brussels. Retrieved 3 June 2020 from https://op.europa.eu/en/publication-detail/-/publication/756ebdaa-f694–44e4–8409-21eef02c9b9b.Google Scholar
Extra, G., & Gorter, D. (2001). Comparative perspectives on regional and immigrant minority languages in multicultural Europe. Multilingual matters. In Extra, G. & Gorter, D., eds., The Other Languages of Europe. Demographic, Sociolinguistic and Educational Perspectives. Clevedon: Multilingual Matters, pp. 141.Google Scholar
Flores, N., & Baetens Beardsmore, H. (2015) Programs and structures in bilingual and multilingual education. In Wright, W. E., Boun, S., & García, O., eds., The Handbook of Bilingual and Multilingual Education. Malden: Wiley-Blackwell, pp. 205–22.Google Scholar
Gao, X. A., & Wang, W. (2017). Bilingual education in the People’s Republic of China. In García, O., Lin, A. M. Y., & May, S., eds., Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham: Springer, pp. 219–32.Google Scholar
García, O. (ed) (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden: Blackwell.Google Scholar
García, O., & Baetens Beardsmore, H. (2009). Heteroglossic bilingual education policy. In García, O., ed., Bilingual Education in the 21st Century: A Global Perspective. Malden: Wiley-Blackwell, pp. 244–85.Google Scholar
García, O., Johnson, S. I., & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia: Caslon.Google Scholar
García, O., & Kano, N. (2014). Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the US. In Conteh, J. & Meier, G., eds., The Multilingual Turn in Languages Education: Benefits for Individuals and Societies. Bristol: Multilingual Matters, pp. 258–77.Google Scholar
García, O., & Kleyn, T. (2016). Translanguaging with Multilingual Students: Learning from Classroom Moments. New York and Abingdon: Routledge.Google Scholar
García, O., & Li, W. (2015). Translanguaging, bilingualism and bilingual education. In Wright, W. E., Sovicheth, B., & García, O., eds., The Handbook of Bilingual and Multilingual Education. Oxford: Wiley Blackwell, pp. 244–85.Google Scholar
Gorter, D., & Cenoz, J. (2011). Multilingual education for European minority languages: The Basque Country and Friesland. International Review of Education, 57, 651–66.Google Scholar
Groff, C. (2017). Language and language-in-education planning in multilingual India: a minoritized language perspective. Language Policy, 16, 135–64.Google Scholar
Hélot, C., & Cavalli, M. (2017). Bilingual education in Europe: Dominant languages. In García, O., Lin, A. M. Y., & May, S., eds., Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham: Springer, pp. 471–88.Google Scholar
Hélot, C., & Erfurt, J. (2016). L’Éducation bilingue en France: Politiques linguistiques, modèles et pratiques. Frankfurt am Main: Lambert-Lucas.Google Scholar
Hélot, C., & García, O. (2019). Bilingual education and policy. In Schwieter, J. W. & Benati, A., eds, The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press, pp. 649–72.Google Scholar
Heugh, K. (2018). Multilingualism, diversity and equitable learning: Towards crossing the ‘abyss’. In Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S., & Marijns, K., eds., The Multilingual Edge of Education. London: Palgrave, pp. 341–67.Google Scholar
Hu, Y. (2007). China’s foreign language policy on primary English education: What’s behind it? Language Policy, 6, 359–76.Google Scholar
Inspection générale de l’éducation nationale (2013). Bilan de la mise en œuvre des programmes issus de la réforme de l’école primaire de 2008. Retrieved 31 December 2020 from www.education.gouv.fr/bilan-de-la-mise-en-oeuvre-des-programmes-issus-de-la-reforme-de-l-ecole-primaire-de-2008-2237.Google Scholar
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press.Google Scholar
Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In Enever, J., Moon, J., & Ramen, U., eds., Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Publishing, pp. 3141.Google Scholar
Johnstone, R. (2019). Language policy and English for young learners in early education. In Garton, S. & Copland, F., eds., The Routledge Handbook of Teaching English to Young Learners, pp. 329. New York: Routledge.Google Scholar
Kamwangamalu, N. M. (2001). The language planning situation in South Africa. Current Issues in Language Planning 2(4), 361445.Google Scholar
Khubchandani, L. M. (2003). Defining mother tongue education in plurilingual contexts. Language Policy, 2, 239–54.Google Scholar
Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–75.Google Scholar
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 930.Google Scholar
Li, W., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10 (3–4), 209–15.Google Scholar
Lopriore, L., & Krikhaar, E. (2011). The School. In Enever, J., ed., Early Language Learning in Europe. London: British Council, pp. 6180.Google Scholar
Mackey, W. F. (1970). A typology of bilingual education. Foreign Language Annals, 3, 596608.Google Scholar
Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–17.Google Scholar
Makalela, L. (2017). Bilingualism in South Africa: Reconnecting with Ubuntu translanguaging. In García, O., Lin, A. M. Y., & May, S., eds., Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham: Springer, pp. 297309.Google Scholar
Makoni, S., Butt-Griffler, J., & Mashiri, P. (2007). The use of “indigenous” and urban vernaculars in Zimbabwe. Language in Society, 36, 2549.Google Scholar
Makoni, S., Makoni, B., & Rosenberg, A. (2010). The wordy words of popular music in Eastern and Southern Africa: Possible implications for language-in-education policy. Journal of Language, Identity and Education, 9, 116.Google Scholar
Manan, S. A., & Tul-Kubra, K. (2020). Beyond ‘two-solitudes’ assumption and monolingual idealism: Generating spaces for multilingual turn in Pakistan. International Journal of Multilingualism, https://doi.org/10.1080/14790718.2020.1742722.Google Scholar
Manh, L. D., Nguyen, H. T. M., & Burns, A. (2017). Teacher language proficiency and reform of English language education in Vietnam, 2008–2020. In Freeman, D. & Le Dréan, L. eds., Developing Classroom English Competence: Learning from the Vietnam Experience. Phnom Penh: IDP Education, pp. 1934.Google Scholar
Mary, L., & Young, A. S. (2017). Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication, 17(4), 455–73.Google Scholar
Ministère de l’Education Nationale. (2013). Bulletin Officiel n°30 du 25 juillet 2013. Retrieved 31 December 2020 from www.education.gouv.fr/pid285/bulletin_officiel.html?pid_bo=29743.Google Scholar
Mohanty, A. K. (2010). Languages, inequality and marginalization: Implications of the double divide in Indian multilingualism. International Journal of the Sociology of Language, 205, 131–54.Google Scholar
Mohanty, A. K. (2019). Language policy in education in India. In Kirkpatrick, A. & Liddicoat, A. J., eds., Routledge International Handbook of Language Education Policy in Asia. New York: Routledge, pp. 329–40.Google Scholar
Mohohlwane, N. (2020). Mother Tongue Instruction of Straight for English? The Primary Education Policy Dilemma. Matieland: Research on Socio-Economic Policy Department of Economics Stellenbosch University.Google Scholar
Muñoz, C. (2011). Input and long-term effects of starting age in foreign language learning. International Review of Applied Linguistics, 49, 113–33.Google Scholar
Muñoz, C. (2014a). Exploring young learners’ foreign language learning awareness. Language Awareness, 23(1–2), 2440.Google Scholar
Muñoz, C. (2014b). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 29(4), 578–96.Google Scholar
Murray, S. (2002). Language issues in South African education: An overview. In Mesthrie, R., ed., Language in South Africa. Cambridge: Cambridge University Press, pp. 434–47.Google Scholar
Nikolov, M., & Djigunovic, J. M. (2006). Recent research on age, second language acquisition and early foreign language learning. Annual Review of Applied Linguistics, 26, 234–60.Google Scholar
Nikula, T. (2016). CLIL: A European approach to bilingual education. In Deusen-Scholl, N. V. & May, S., eds., Second and Foreign Language Education. Cham: Springer International Publishing, pp. 114.Google Scholar
Nusche, D. (2009). What Works in Migrant Education? A Review of Evidence and Policy Options (OECD Education Working Paper No. 22). Retrieved 3 June 2020 from www.oecd-ilibrary.org/docserver/227131784531.pdf?expires=1591197692&id=id&accname=guest&checksum=197C1BB0964282A24D50598FDC857144.Google Scholar
Panda, M., & Mohanty, A. K. (2015). Multilingual education in South Asia: The burden of the double divide. In Wright, W. E., Boun, S., & García, O., eds., The Handbook of Bilingual and Multilingual Education. Malden: Wiley-Blackwell, pp. 542–53.Google Scholar
Piller, I. (2016). Linguistic Diversity and Social Justice. Oxford: Oxford University Press.Google Scholar
Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3–4), 216–36.Google Scholar
Ricento, T. (2015). Language Policy and Political Economy: English in a Global Context. Oxford: Oxford University Press.Google Scholar
Sánchez, M. T., García, O., & Solorza, C. (2017). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 3751.Google Scholar
Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 2344.Google Scholar
Seargeant, P., & Erling, E. J. (2011). The discourse of “English as a Language for International Development”: Policy assumptions and practical challenges. In Coleman, H., ed., Dreams and Realities: Developing Countries and the English Language. London: British Council, pp. 248–68.Google Scholar
Sierens, S., & Van Avermaet, P. (2014). Language diversity in education: Evolving from multilingual education to functional multilingual learning. In Little, D., Leung, C., & Van Avermaet, P., eds., Managing Diversity in Education: Languages, Policies, Pedagogies, Bristol: Multilingual Matters, pp. 204–22.Google Scholar
Sierens, S., & Van Avermaet, P. (2017). Bilingual education in migrant languages in Western Europe. In García, O., Lin, A. M. Y., & May, S., eds., Bilingual and Multilingual Education, Encyclopedia of Language and Education. Cham: Springer, pp. 471–88.Google Scholar
Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K., & Panda, M. (2009). Social Justice through Multilingual Education. Bristol: Multilingual Matters.Google Scholar
Somers, T. (2017). Content and language integrated learning and the inclusion of immigrant minority language students: A research review. International Review of Education, 63, 495520.Google Scholar
Vaish, V. (2008). Biliteracy and Globalization: English Language Education in India. Clevedon: Multilingual Matters.Google Scholar
van Ginkel, A. J. (2017). Early language learning in complex linguistic settings: Insights from Africa. In Enever, J. & Lindgren, E., eds., Early Language Learning: Complexity and Mixed Methods. Bristol: Multilingual Matters, pp. 923.Google Scholar
Weber, J.-J. (2014) Flexible Multilingual Education: Putting Children’s Needs First. Bristol: Multilingual Matters.Google Scholar
Wildsmith-Cromarty, R., & Balfour, R. J. (2019). Language learning and teaching in South African primary schools. Language Teaching, 52, 296317.Google Scholar
Ytsma, J. (2001). Towards a typology of trilingual primary education. International Journal of Bilingual Education and Bilingualism, 4, 1122.Google Scholar
Zhou, M. L. (2001). The politics of bilingual education and educational levels in ethnic minority communities in China. International Journal of Bilingual Education and Bilingualism, 4(2), 125–49.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×