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Bilingual Language Acquisition
How do children develop bilingual competence? Do bilingual children develop language in the same way as monolinguals? Set in the context of findings on language development, this book examines the acquisition of English and Spanish by two brothers in the first six years of their lives. Based on in-depth and meticulous analyses of naturalistic data, it explores how the systems of both languages affect each other as the children develop, and how different levels of exposure to each language influence the nature of acquisition. The author demonstrates that the children's grammars and lexicons follow a developmental path similar to that of monolinguals, but that cross-linguistic interactions affecting lexical, semantic and discourse-pragmatic aspects arise in Spanish when exposure to it diminishes around the age of four. The first of its kind, this original study is a must-read for students and researchers in bilingualism, child development, language acquisition and language contact.
The Changing English Language
Experts from psycholinguistics and English historical linguistics address core factors in language change.
Competing Motivations in Grammar and Usage
This volume examines the conflicting factors that shape the content and form of grammatical rules in language usage. Speakers and addressees need to contend with these rules when expressing themselves and when trying to comprehend messages. For example, there are on-going competitions between the speaker's interests and the addressee's needs, or between constraints imposed by grammar and those imposed by online processing. These competitions influence a wide variety of systems, including case marking, agreement and word order, politeness forms, lexical choices, and the position of relative clauses. Chapters in the book analyse grammar and usage in adult language as well as first and second l...
The Oxford Handbook of Construction Grammar
This Handbook is the first authoritative reference work solely dedicated to the theory, method, and applications of Construction Grammar, and will be a resource that students and scholars alike can turn to for a representative overview of its many sub-theories and applications.
Language Acquisition, Processing and Bilingualism
Bringing together selected papers from the conference “The Romance Turn VII” held in Venice in October 2015, this volume focuses on a broad range of topics at the heart of the current debate on language acquisition, including clitic pronouns, left-dislocations, passives, relative clauses, and wh-questions. It explores these topics within a range of different acquisition settings, such as L1 and L2 acquisition, bilingualism, typical and atypical development. In addition to syntax, the volume covers other modules of grammar, namely, semantics, pragmatics, and phonology, and adds a perspective on language processing to current discussions on the acquisition of Romance languages. This book also includes contributions on atypical language acquisition in cases of deafness and on language intervention based on formal linguistics. It will appeal not only to scholars and students interested in the nature and processes behind first, second and bilingual language acquisition, and impaired language acquisition, but also to language educators and clinicians.
Production-Comprehension Asymmetries in Child Language
The workshop Production-Comprehension Asymmetries in Child Language held in Osnabrück in 2009 is the starting point for this book. The workshop developed from the observation that children's production skills appear to precede their comprehension skills in a number of phenomena, e.g. pronouns or negation. The volume provides cross-linguistic evidence for such asymmetric development and investigates grammatical and methodical explanations of the observed asymmetries.
Supporting Young Children to Cope, Build Resilience, and Heal from Trauma through Play
Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural language—play—to reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth–8) in a range of environments.
Trauma-Informed Practices for Early Childhood Educators
This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young children’s brains, behavior, learning and development. The book covers a range of trauma-responsive teaching strategies that readers can use to create strength-based environments that support children’s health, healing and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, new chapters on developing children’s body awareness/sensory literacy and pathways to regulation that reduce stress through breathing techniques and mindful movement, as well as new vignettes and case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.
Empowering Young Children
This essential guidebook offers creative, exciting ways for teachers to implement and support deep, authentic and transformative learning in early childhood. Each standalone chapter identifies a key focus for empowering children, exploring the research behind the habit, how it stimulates deep learning and the ways in which it can help address implicit hierarchies and disrupt oppression. Chapters feature hands-on activities, ideas for lessons and events that teachers can try, alongside techniques to involve parents and families, bringing this important work beyond the classroom walls.
