By Jean Lyon
Explores the techniques of monolingual language improvement in pre-school teenagers. Following an outline of kid bilingualism, this publication appears on the effect of the kid's relatives setting and the criteria which expect the language use of the kid.
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Additional info for Becoming Bilingual: Language Acquisition in a Bilingual Community
Following the suggestion that cognitive development dictates the order of acquisition of language, one would expect the order to be different for second-language acquisition. By and large this is < previous page page_28 next page > < previous page page_29 next page > Page 29 not so, and language acquisition proceeds along the same sequence for both languages. He concluded that there was little evidence for cognitive prerequisites. Language First? Vygotsky (1962) in contrast, thought that cognitive abilities begin as social exchanges (such as language) which are internalised.
Attitudes Towards Languages Immigrants and migrants are not always accepted by members of the dominant culture, who see them as competing for resources. They are most easily identified by their language which symbolises a whole way of life, both for themselves and for their hearers. While people whose native tongue is a minority language usually look favourably on the dominant language and attempt to learn it, a complementary attitude rarely exists. Speakers of a dominant language may not only look disparagingly at the speakers of a minority language, but may feel there is nothing to be gained by learning the minority language themselves.
By Stage IV, when four or more elements are present, children can make themselves understood, although grammatical mistakes will continue to occur. At this stage a child might say Sion felled on my bike/do a proper picture mummy/me want the 'nother box/. Stage V is typified by the use of clauses (I said Mr Fixit wants the tractor/ she goes to bed and she does get up now and she has her breakfast/). Stage VI sees the consolidation of grammatical systems such as pronouns, auxiliary verbs and passives.