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By Li Wei

This can be a finished selection of the classics within the learn of bilingualism. Designed as a dependent pupil reader, it covers: definitions and typology of bilingualism language selection and bilingual interplay grammar of code-switching and bilingual acquisition the bilingual mind and bilingual creation and belief  methodological concerns within the examine of bilingualism. beneficial editorial fabric courses the coed via diverse sections of the reader. serious dialogue of study equipment, graded research questions and actions, a entire thesaurus and an up to date source record make The Bilingualism Reader an important introductory textual content for any path in bilingualism.Extracts from: Peter Auer, Michael Clyne, Kees De Bot, Charles Ferguson, Joshua Fishman, Fred Genesee, David eco-friendly, Fran?ois Grosjean, John Gumperz, Monica Heller, Li Wei, William Mackey, Jurgen Meisel, Lesley Milroy, Carol Myers-Scotton, Lorraine Obler, Michel Paradis and Shana Poplack.

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The bilingual has the chance to bridge that generation gap, build closer relationships with relatives and feel a sense of belonging and rootedness within the extended family. 3 Community relationships: A bilingual has the chance to communicate with a wider variety of people than a monolingual. Bilingual children will be able 20 LI WEI to communicate in the wider community and with school and neighbourhood friends in different languages when necessary. 4 Transnational communication: One barrier between nations and ethnic groups tends to be language.

MACKEY 33 Sex If sex is a factor in language development, as past research into the issue seems to indicate, it is also a factor in bilingualism (see Peal and Lambert, 1962). Age Persons who become bilingual in childhood may have characteristics of proficiency and usage different from those who become bilingual as adults. Studies of cases where two languages were learned simultaneously in childhood have given us some indication of the process (see Ronjat, 1913; Pavlovitch, 1920; Leopold, 1939–49).

This has been the practice in certain parts of Belgium. If the parallelism is built into the time-table, the school makes exclusive use of one of the languages during a certain unit of time— day, week, or month—at the end of which it switches to the other language for an equal period, so that there is a continual alternation from one lan guage to the other. This is the practice of certain military and technical schools in Canada. MACKEY 29 Another type of dual-media school is governed by a policy of divergence, the use of the two languages for different purposes.

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