Raising a Bilingual Child by Barbara Zurer Pearson

Raising a Bilingual Child by Barbara Zurer Pearson Notes for Chapter page monolingualism the exception: D Crystal, The Language Revolution, (Cambridge UK: Polity Press, 2004), p 93 language diversity index: R Gordon, Jr (Ed.), Ethnologue: Languages of the World, Fifteenth edition (Dallas, TX.: SIL International, 2005) Online version: http://www.ethnologue.com/ Census Data: Gateway to Latest Census Data on Language Use http://ourworld.compuserve.com/homepages/jWCRAWFORD/census02.htm Linguist Althea Gupta: “Bilingual and Multilingual Children: Another Perspective,” Ask-A-Linguist FAQ, Linguistlist.org, consulted 10/6/06 Jane Merrill: Bringing up baby bilingual (NY: Facts on File, Inc., 1984) George Saunders: Bilingual children: From birth to teens (Clevedon: Multilingual Matters, 1988) Types of motivation: R.C Gardner & W E Lambert, Attitudes and motivation in 2nd language learning (Rowley MA: Newbury House, 1972) Ariel Dorfman, “The Wandering Bigamists of Language,” In I De Courtivron (Ed.), Lives in Translation, (NY: Palgrave Macmillan, 2003) p 36 Income patterns: S Fradd & T Boswell, “Income patterns of bilingual and English-only Hispanics in selected metropolitan areas.” In S Fradd (Ed.), Creating Florida’s multilingual global workforce (Tallahassee FL: Florida Dept of Education, 1999) FBI agent: L Wright, "The Agent," New Yorker, July 9, 2002 11 Translations: Nuala Ni Dhomhnaill, “Linguistic ecology: Preventing a great loss.” In I De Courtivron (Ed.), Lives in Translation, (NY: Palgrave Macmillan, 2003) pp 79-92 12 Richard Rodriguez: Hunger of Memory (Boston: D.R.Godine, 1982) p 23 12-3 Language of comfort: V Gathercole et al., Report for Welsh Language Board, Language Transmission in Bilingual Families in Wales, (Bangor,Wales, 2005) 14 Help to 3rd language: E Bild & M Swain, “Minority language students in a French programme: Their French proficiency.” Journal of Multilingual and Pearson 2008/ RBC Multicultural Development, 10 (1989), 255-274 15 Both languages always activated: F Grosjean et al., “Imaging bilinguals: When the neurosciences meet the language sciences,” Bilingualism: Language and Cognition (2003): 159–165 Also: Francis, W S “Bilingual semantic and conceptual representation.” In J Kroll & A.M B de Groot (Eds.), Handbook of Bilingualism: Psycholinguistic Approaches (pp 251-267) Oxford: Oxford University Press, 2005 17 Switch to “dictionary matches”: R W Brown & J Berko, “Word association and the acquisition of grammar.” Child Development 31 (1960): 1-14 BL: Sheng, L., McGregor, K., & Marian, V (2006) Lexical-semantic organization in bilingual children: Evidence from a repeated word association task Journal of Speech, Language, and Hearing Research, 49, 572-587 18 Natural versus non-natural meaning: C.S Pierce, Stanford Encyclopedia of Philosophy http://plato.stanford.edu/archives/fall2006/entries/peirce/#seme 18 Sun-moon experiment: J Piaget, The child's conception of the world (NY: Harcourt, Brace, Jovanovich, 1929) 18 Sun-moon experiment with bilinguals: J Cummins, “Bilingualism and the development of metalinguistic awareness,” Journal of Cross-Cultural Psychology, (1978): 131-149 18 Variation on sun-moon: C Feldman & M Shen, “Some language-related cognitive advantages of bilingual five-year-olds,” Journal of Genetic Psychology, 118 (1971): 235-244 20 Concept of print: for example, Marie Clay, Concepts about print (Portsmouth NH: Heinemann, 2000) 21 Comparing bilinguals with different language pairs: E Bialystok, “Bilingualism at school: Effect on the acquisition of literacy,” In P McCardle & E Hoff (Eds.), Childhood bilingualism: Research on infancy through school age, pp 107-124 (Clevedon, UK: Multilingual Matters, 2006) 21-2 Moving card task: E Bialytok, “Letters, sounds, and symbols: Changes in children's understanding of written language.” Developmental Psychology 28 (1991): 654-664 22-3 Reading in two languages: D.K Oller & R E Eilers (Eds.), Language and literacy in bilingual children (Clevedon UK: Multilingual Matters, 2002) 23 Greater mental flexibility: W E Lambert, “The effects of bilingualism on the individual: Cognitive and sociocultural consequences.” In P.Hornby (Ed.) Pearson 2008/ RBC Bilingualism Psychological, social, and educational implications, pp 15-28, (NY: Academic Press, 1977) 23 C Kessler & M.E Quinn, “Language minority children's linguistic and cognitive creativity.” Journal of Multilingual and Multicultural Development, (1987): 173-186 23 Problem solving: S Ben-Zeev, “The influence of bilingualism on cognitive strategy and cognitive development.” Child Development, 48 (1977): 1009-1018 24 Stroop test: J.R Stroop, “Studies of interference in serial verbal reactions.” Journal of Experimental Psychology, 18, (1935): 643-662 24-5 Selective attention: P.D Zelazo, D Frye & T Rapus, “Age-related dissociation between knowing rules and using them.” Cognitive Development, 11 (1996): 3763 25 Simon effect: Simon, J R., Acosta, E., Mewaldt, S P., & Speidel, C R (1976) The effect of an irrelevant directional cue on choice reaction time: Duration of the phenomenon and its relation to stages of processing Perception & Psychophysics, 19, 16–22 25 Simon effect in children: M.M Martin & E Bialystok, The development of two kinds of inhibition in monolingual and bilingual children: Simon versus Stroop Poster presented at the meeting of the Cognitive Development Society, Park City UT, April 2003 25 Simon effect through lifespan: E Bialystok, F.M Craik, R Klein, M Viswanathan, “Bilingualism, aging,and cognitive control: Evidence from the Simon Task,” Psychology and Aging, 19 (2004): 290-303 25-6 Bilingualism and dementia: E Bialystok, F.I.M Craik & M Freedman, “Bilingualism as a protection against the onset of symptoms of dementia.” Neuropsychologia, 45 (2007): 459-464 27 Quote from Grosjean: 27 Linguistic relativity: B L Whorf, Language, thought, and reality, (NY: MIT Press & John Wiley and Sons, 1956) 28 “Weak form” of relativity: W Phillips & L Boroditsky, “Can quirks of grammar affect the way you think? Grammatical gender and object concepts,” Proceedings of the 25th Annual Meeting of the Cognitive Science Society Boston, MA, August, 2003 28-9 Relativity in verbs: L Naigles & P Terrazas, “Motion verb generalizations in Pearson 2008/ RBC English and Spanish: Influences of language and syntax.” Psychological Science (1998): 363-369 29-30 Indonesian experiment: L Boroditsky, W Ham, & M Ramscar, “What is universal about event perception? Comparing English and Indonesian speakers,” Proceedings of the 24th Annual Meeting of the Cognitive Science Society, Fairfax, VA, August, 2002 30 Early language specific thinking: M Bowerman, “The origins of children’s spatial semantic categories: Cognitive versus linguistic determinants,” In J J Gumperz & S C Levinson (Eds.), Rethinking linguistic relativity (pp 145-176) Cambridge: Cambridge University Press, 1996 30-1 Later language specific thinking: J A Lucy, Grammatical Categories and Cognition (NY: Cambridge Univ Press, 1992) Also, J A Lucy & S Gaskins, Vygotsky and the culture of language Paper presented at Society for Research in Child Development, Kansas City, April 1989 32-3 Effect on social attitudes: S Wright & L Tropp, “Investigating the impact of bilingual instruction on children’s intergroup attitudes,” Group Processes & Intergroup Relations (2005): 309-328 33 Saving endangered languages: J Fishman (Ed.), Can threatened languages be saved: Reversing language shift, revisited (Clevedon, UK: Multilingual Matters, 2001) 33-4 Statistics about Welsh: Welsh Language Board website, http://www.bwrdd-yriaith.org.uk/ (last accessed 4/2007) 35 Esperanto: http://esperanto.net/info/index_en.html (last accessed 1/2007) 35 Number of English speakers: D Crystal, The language revolution (Cambridge: Polity Press, 2004), p 35 Words for snow: G Pullum, The great Eskimo vocabulary hoax (Chicago:U of Chicago Press, 1991) 35 Quechua “we”: D Sommer (Ed.), Bilingual games: Some literary investigations, Introduction, (NY: Palgrave Macmillan, 2003) p 35 Relative friendship terms: E Hoffman, Lost in translation, (NY: Dutton, 1989) Also in A Wierzbicka, “Universal human concepts as a tool for exploring bilingual lives.” International Journal of Bilingualism (1005): 7-26 35 Against monoculture: M Pollan, Botany of Desire (NY: Random House, 2001) Pearson 2008/ RBC 35-6 Potato famine: The Future of Food, Deborah Koons, writer, producer, director, Lily Films (Mill Valley CA, 2004) 36 On “unnatural selection”: G Steiner, Errata: An Examined Life (New Haven CT: Yale University Press, 1997) p.113 36 Separated by a common language: In E Esar, Treasury of humorous quotations, (Garden City NY: Doubleday, 1949) 37 Loss of linguistic diversity: D Crystal, “Languages in danger,” p 47 ff (See note for p 4.) Also: K David Harrison When languages die: The extinction of the world’s languages and the erosion of human knowledge (NY: Oxford University Press, 2007) Notes for Chapter 43 Dexterity for speaking: The Human Language Series (film), Gene Searchinger (producer), Equinox Films, 1994 43 Powerful “learning machine”: A Gopnik, A Meltzoff, & P Kuhl, The Scientist in the Crib (NY: Wm Morrow & Co., 1999), p.1 43-4 LAD: N Chomsky, Aspects of the Theory of Syntax (Cambridge, MA: MIT Press, 1965) 44 LASS: J Bruner, Child's Talk: Learning to Use Language (NY: Norton, 1983) 45 Early auditory development: L Eliot, What's going on in there? How the brain and mind develop in the first five years of life (NY: Bantam Books, 1999), pp.365-366 46-7 Turn-taking, etc: C Snow, “The development of conversation between mothers and babies.” Journal of Child Language (1977): 1-22 M Carpenter, K Nagell, and M Tomasello, “Social cognition, joint attention, and communicative competence from to 15 months of age Monographs of the Society for Research in Child Development 63 (1998) Serial No 255 47 Early vocal development: M.M Vihman, Phonological Development: The Origins of Language in the Child (Oxford: Blackwell, 1996); D K Oller, The Emergence of the Speech Capacity Mahwah NJ: Erlbaum, 2000 48 Statistical learning: J.R Saffran, “Statistical language learning: Mechanisms and constraints,” Current Directions in Psychological Science, 12 (2003), 110-114 48 How many speech sounds: S Pinker, The Language Instinct (NY: Wm Morrow, Pearson 2008/ RBC 1994), p 161 48-9 Learning to ignore sound contrasts: J Werker & R C Tees, “Cross-language speech perception: Evidence for perceptual reorganization during the first year of life Infant Behavior and Development, (1984): 49-63 49 Recognizing stress pattern: P Jusczyk, The discovery of spoken language (Cambridge MA: MIT Press, 1997) 50 Parentese: E L Newport, H Gleitman, & L R Gleitman, “Mother, I'd rather it myself: Some effects and non-effects of maternal speech.” In C Snow & C Ferguson (Eds.), Talking to children: Language input and acquisition (pp 109150) Cambridge: Cambridge University Press, 1977 51 First words from routines: K Nelson, Making sense: The acquisition of shared meaning, (NY: Academic Press, 1985) 51 What is a name: R Golinkoff, C Mervis, & K Hirsh-Pasek, “Early object labels: The case for a developmental lexical principles framework,” Journal of Child Language, 21 (1994), 125-156 51-2 Common nouns and proper nouns: N Katz, E Baker,& J McNamara, “What's in a name? A study of how children learn common and proper names,” Child Development, 45 (1974), 469-473 Also: S Gelman & M Taylor, “How twoyear-old children interpret proper and common names for unfamiliar objects.” Child Development, 55, 1535-1540 52-3 Learning verbs: L Gleitman & H Gleitman, “A picture is worth a thousand words, but that's the problem: The role of syntax in vocabulary acquisition.” Current Directions in Psychological Science, (1992), 31-35 Also C Fisher, “Structural limits on verb mapping: The role of abstract structure in 2.5-yearolds' interpretations of novel verbs Developmental Science (2002), 55–64 53 Learning mental state verbs: K Asplin, Can complement frames help children learn the meaning of abstract verbs? Doctoral dissertation, University of Massachusetts Amherst, 2002 54 Associative learning: S Pinker, The language instinct, Chapter “Words, words, words.” (NY: Wm Morrow, 1994) 55-6 Learning the system, generative grammar: N Chomsky, Aspects of the theory of syntax (Cambridge MA: MIT Press, 1965) 56 Animal grammar: M Tomasello, “Can an ape understand a sentence?” Language & Communication, 14 (1994), 377-390 Also, I Pepperberg, The Alex Studies: Cognitive and Communicative Abilities of Grey Parrots, (Cambridge Pearson 2008/ RBC MA: Harvard University Press, 2002) 57 Eager/ easy to please: C Chomsky, The acquisition of syntax in children from to 10, (Cambridge MA: MIT Press, 1969) 58 Baby algebra: G Marcus, S Vijayan, S Bandi Rao, & P M Vishton, “Rule learning by seven-month-old infants,” Science, 283 (1999), 77-80 58 Recursion, infinity: Chomsky, see note for p 55 59 Discourse after age 5: M.Hickmann, Children's discourse: Person, space, and time across languages (Cambridge: Cambridge University Press, 2003) 60 Communicative competence: D.Hymes, “Models of the interaction of language and social life,” In J Gumperz & D Hymes (Eds.), Directions in sociolinguistics: the ethnography of communication (pp 35-71) NY: Holt, Rinehart, & Winston., 1972 62 Following gaze: L Eliot, “Wiring up the visual brain,” What’s going on in there? (NY: Bantam Books, 1999) 63 Vocabulary tables: L Fenson et al., MacArthur-Bates Communicative Development Inventory Technical Manual (Baltimore: Paul Brookes, 2003) 64 BICS & CALP: J Cummins, “Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters.” Working Papers on Bilingualism, No 19 (1979): 121-129 64 Understanding irony: Andrews, J., Rosenblatt, E., Malkus, U., Gardner, H., & Winner, E (1986) Children's abilities to distinguish metaphoric and ironic utterances from mistakes and lies Communication and Cognition, 19, 3/4, 281298 64-5 Estimates of heredity: R J Sternberg & E Grigorenko (Eds.), Environmental effects on cognitive abilities (Mahwah NJ: Erlbaum, 2001) 65 SLI runs in families: J Niels & D M Aram, “Family history of children with developmental language disorders.” Perceptual and Motor Skills, 63 (1986), 655-658 65 “Grammar gene”: F.Vargha-Khadem et al.,”Neural basis of an inherited speech and language disorder.” Proceedings of the National Academy of Science 95 (1998): 12695 – 12700 65 Twin studies illustration: M Cole, S Cole, & C Lightfoot, The development of children, 5th edition (NY: Worth Publisher, 2005), p 60 Pearson 2008/ RBC 65 Behaviorist views of language: B.F Skinner, Verbal Behavior (NY: Appleton, Century,Croft, 1957) 66 Chomsky’s review of Verbal Behavior: N Chomsky, A Review of B.F Skinner's “Verbal Behavior,” Language, 35 (1959), 26-58 67 Learning from input: V C Gathercole & E Hoff, “Input and the acquisition of language: Three questions.” In E Hoff & M Shatz (Eds.), The handbook of language development (pp 107-127) Oxford: Blackwell Publishers, 2007 68-9 Quantity of input: B Hart & T Risley, Meaningful differences in the everyday experiences of young American children (Baltimore MD: Paul Brooks, 1995) 69-70 Need for listening: R Burns-Hoffman, A discourse analysis of variation in children’s language in preschool, small group settings Ph.D diss., University of Colorado at Boulder, 1992 70 Role of parent interaction: B Hart & T Risley, The social world of children learning to talk (Baltimore MD: Paul Brooks, 1999) 70-1 Review of TV learning: D R Anderson & T Pempek, Television and Very Young Children, American Behavioral Scientist 48 (2005), 505-522 71 Hearing children of deaf parents: S Pinker, p 278 (see note for p 48) 71 Hearing child of deaf parents, case study: L Naigles & L Mayeux, Television as incidental language teacher In D Singer & J Singer (Eds.), Handbook of children and the media (pp 135-152) Thousand Oaks, CA:Sage., 2001 71-2 Talking book study: M Collins & J Parish, Electronic books: Boon or bust for interactive reading? Poster presented at the Boston University Conference on Language Development, Boston, November 2006 72 Positive input: B Hart & T Risley (see note for p 68) 73 Hiam Ginott: Between parent and child: New solutions to old problems (NY: Macmillan, 1965) 73 Recasts and turnabouts: K Kaye & R Charney, “How mothers maintain ‘dialogue’ with two-year-olds.” In D R Olson (Ed.), The social foundations of language and thought, (pp 211-230) NY: Norton, 1980 74-5 Jake story adapted from R Burns-Hoffman, personal communication 75 Zone of proximal development: L.Vygotsky, Thought and language (Cambridge Pearson 2008/ RBC MA: MIT Press, 1962) Chapter Notes: 79 Multilingual Acquisition Device (MAD): D Crystal (2004:93), see note for page 84 “Operating principles for language learners”: D Slobin, The cross-linguistic study of language acquisition (Hillsdale NJ: Erlbaum, 1985) 85 LAD available or not to older learners: L Eubank (Ed.), Point counterpoint Universal Grammar in the second language (Amsterdam: Benjamins, 1991.) 85-6 Stages of SLA: P Tabors, One child, two languages: A guide for preschool educators of children learning English as a second language Baltimore: Paul Brookes, 1997 (2nd edition to appear soon.) 86 Formulaic speech in SLA: L Wong-Fillmore, “Individual differences in second language acquisition.” In C Fillmore, D Kempler, & W S –Y Wang (Eds.), Individual differences in language ability and language behavior (pp 203-227) San Diego: Academic Press, 1979 87 Native versus near-native speakers: K Hyltemstam & N Abrahamsson, “Who can become native-like in a second language? All, some, or none?” Studia Linguistica 54/2 (2000): 150-166 91-3 Types of aphasia: L Eliot, What’s going on in there? How the brain and mind develop in the first five years of life (NY: Bantam Books, 1999) Chapter 14: “Language and the developing brain.” 93 Right hemisphere aphasia: M Albert & L K Obler, The bilingual brain: Neuropsychological and neurolinguistc aspects of bilingualism NY: Academic Press, 1978 93 Unstable aphasia: Reported in F Grosjean, Life with two languages (Cambridge MA: Harvard University Press, 1982), p 260 93-4 Laboratory techniques for infant perception: K Karmiloff & A Karmiloff-Smith, Pathways to language: From fetus to adolescent Cambridge: Harvard University Press, 2001 (also in chapter 7) 94 Brain activation for speech: K H Kim and colleagues, “Distinct cortical areas associated with native and second languages.” Nature 388 (1997): 171-174; D Perani and colleagues, “The bilingual brain: Proficiency and age of acquisition of the second language.” Brain 121 (1998): 1841-1852; M Shalinsky L Petitto and colleagues, Near-infrared spectroscopy: shedding light on the neural signature of Pearson 2008/ RBC bilingualism Poster presented at the Society for Neuroscience Annual Meeting, Atlanta GA, October 2006 94 Effects of experience on brain connectivity: reprint in L Eliot (1999:28) (See note for p 45.) 95 A Wierzbicka, “Universal human concepts as a tool for exploring bilingual lives” (See note for p 35 Also Chapter 8.) 95 Interdependence of reading: A Cobo-Lewis, R Eilers, B Z Pearson, & V Umbel, “Interdependence of Spanish and English knowledge in language and literacy among bilingual children.” In D K Oller & R E Eilers (Eds.), Language and literacy in bilingual children (pp 118-134) Clevedon UK: Multilingual Matters, 2002 95 “Distributed” lexicon: D K Oller & B Z Pearson “Assessing the effects of bilingualism: A background.” In D K Oller & R E Eilers (Eds.), Language and literacy in bilingual children (pp 3–21) Clevedon: Multilingual Matters, 2002 96 Werner Leopold, Speech development of a bilingual child: A linguist’s record (4 volumes) Evanston IL: Northwestern University Press, 1939-1949 96 Influential article on language differentiation: V Volterra & T Taeschner, “The acquisition and development of language by bilingual children.” Journal of Child Language 5, 311-326 97 “Bilingual is not two monolinguals”: F Grosjean, “Neurolinguists, beware! The bilingual is not two monolinguals in one person.” Brain and Language 36 (1989): 3-15 97 Language mixing, “rich language stew”: Gupta (see Chapter 1, note for p 4) 98 Code-switching as a skilled behavior: F Genesee, J Paradis & M Crago (2004), Dual language development and disorders Chapter (Baltimore: Paul Brookes, 2004) 98 Codeswitching illustration: S Poplack, "Sometimes I'll start a sentence in Spanish y termino en español": Toward a typology of code-switching.” Linguistics 18: 7/8 (1980): 581-618 98-9 Trigger word examples: M Clyne, Dynamics of language contact (NY: Cambridge University Press, 2003) 100101 Developmental versus transfer errors: Genesee, Paradis, & Crago, Chapter (See note for p 98.) 10 Pearson 2008/ RBC 100 “American Tongues” video from the Center for New American Media L Alvarez & A Kolker, Directors, NY: CNAM, 1987 100101 Roman Jakobson: H Kucera, Roman Jakobson, 1983; Kissinger: Albright: (web, Wikipedia, last accessed July 17, 2007) 101102 Older language learners faster: C Snow & M Hoefnagel-Hohle, “The critical period for language acquisition: Evidence from second language learning.” Child Development 49 (1978): 1114-1128 102 Localizing sounds: L Eliot (1999:244) See note for p 45 102103 Faster brain metabolism for young children/ Pruning connections between nerve cells: A Gopnik, A Meltzoff, & P Kuhl, The scientist in the crib: Minds, brains, and how children learn (NY: Wm Morrow, 1999), p 186 103 Creation of new connections between nerve cells: L Eliot, (1999: 28) See note for p 45 Figure 6: J L Conel, The postnatal development of the human cerebral cortex, volumes 1, 3, & (Cambridge MA: Harvard University Press, 1939, 1947, & 1959) 104 Diffuse versus automatic brain activation: L Eliot (1999:400-401) See note p 63 104105 Simon: J Singleton & E Newport, “When learners surpass their models: The acquisition of American Sign Language from inconsistent input.” Cognitive Psychology 49 (2004): 370-407 106 Imprinting: K Z Lorenz, Evolution and the modification of behavior Chicago: University of Chicago Press, 1965 106 Critical period in songbirds: P A Marler, “Comparative approach to vocal learning: Song development in white-crowned sparrows.” Journal of Comparative & Physiological Psychology 71 (1970): 1-25 106107 Genie: R Rymer, Genie: An abused child’s flight from silence (NY: Harper Collins, 1993) Also, “Secret of a Wild Child,” A NOVA Production by WGBH/Boston, 1994 107 Chelsea: S Curtiss, “The independence and task-specificity of language.” In M Bornstein & J Bruner (Eds.), Interaction in human development Hillsdale, NJ: Erlbaum, 1989 107 Critical period for late signers: R I Mayberry and colleagues, “Linguistic ability and early language exposure” Nature, (2002): 417, 38 11 Pearson 2008/ RBC 107108 Age for switching dominance: K Kohnert, E Bates & A Hernandez, “Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish and English.” Journal of Speech, Language, and Hearing Research 42 (1999): 1400-1413 Also, K Kohnert & E Bates, “Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English.” JSLHR, 45 (2002): 347-359 108 Persian experiment: H Jamshidiha & H Marefat, “L1 Persian attrition.” Linguistics Journal (2006): 17-46 108 Comparison of cortex size: K Semendeferi, K., A Lu, N Schenker, & H Damasio, “Humans and great apes share a large frontal cortex.” Nature Neuroscience (2002):272-276 108109 “Neoteny,”extended childhood in humans: S J Gould, "A Biological Homage to Mickey Mouse." In The panda's thumb: More reflections in natural history (Harmondsworth, Middlesex: Penguin Books, 1980), 95-107 109 Isabelle: reported in S Pinker, The language instinct (NY: Wm Morrow, 1994), p 292 (Reference to V Tartter, Language processes NY: Holt, Rinehart & Winston, 1986.) 109 Hemispherectomy: D Caplan, Biological studies of mental processes Cambridge MA: MIT Press, 1980 111 Age children get “intelligible”: Hart & Risley, 1999 (See note for p 70) 111 Generative grammar: Chomsky, 1965 See note for p 43 111 Interdependence of language (LLBC, see note for p 95) 112 How many words does a person know? D Crystal, Encyclopedia of the English Language (Cambridge: Cambridge University Press, 1995) p 123 See also Future of Englishes 113 Morphosyntax/ syntax versus lexicon, regular versus irregular past tense: S Pinker, The language instinct (kinds of past tense: ) See note for p 48 114 Conscious versus subconscious language knowledge: Ellis, N (ed.) Implicit and Explicit Learning of Languages (San Diego: Academic Press, 1994) 115 “Critical mass”: V C Gathercole, “Monolingual and bilingual acquisition: Learning different treatments of that-trace phenomena in English and Spanish.” In D K Oller & R E Eilers (Eds.), Language and literacy in bilingual children (pp 220-254) Clevedon UK: Multilingual Matters, 2002 12 Pearson 2008/ RBC 115 Threshold, learning sequences: V C Gathercole, “Miami and North Wales, So far and yet so near: A constructivist account of morphosyntactic development in bilingual children.” International Journal of Bilingual Education and Bilingualism 10/3 (2007): 224-247 116 Length of time for learning language: Cummins, see note for p 64; Also: V Collier, (1995) Acquiring a second language for school Directions in Language and Education, 1, 1-12 Collier, V (1992) A synthesis of studies examining long-term language minority student data on academic achievement Bilingual Research Journal, 16, 187-212 116 How much time needed: 20% minimum: See Pearson, Fernandez, Lewedag & Oller “Input factors in lexical learning of bilingual infants (ages 10 to 30 months).” Applied Psycholinguistics 18 (1997): 41-58; 30% minimum: J Werker and colleagues, “Bilingual speech processing in infants and adults.” In P McCardle & E Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp 1-18) Clevedon UK: Multilingual Matters, 2006 116 Limit on number of languages: Ken Hale http://web.mit.edu/newsoffice/2001/hale.html; Charles Berlitz: C Berlitz, Native tongues NY: Grosset & Dunlap, 1982 116117 Polyglot savant: N Smith and I Tsimpli, The Mind of a Savant: Language Learning and Modularity (Oxford: Blackwell, 1995) 118 European Union language teaching models: see in Appendix 118 Waldorf School movement: (See Chapter 8.) Notes for Chapter 123 A De Houwer study on parent beliefs: “Environmental factors in early bilingual development: The role of parental beliefs and attitudes.” In G Extra & L Verhoeven (Eds.), Bilingualism and migration (pp 75-95) Berlin: Mouton de Gruytere, 1999 124 Study in Papua New Guinea (in de Houwer 1999, p 88): D Kulick, Language shift and cultural reproduction Socialization, self and syncretism in a Papua New Guinean village (Cambridge: Cambridge University Press, 1992) 125 Linguist-parents’ study of their own children: W Leopold (see note for p 96, Chapter 3); M Vihman, “Language differentiation by the bilingual infant.” Journal of Child Language 12 (1985): 297-324; M Schnitzer & E Krasinski, “The development of segmental phonological production in a bilingual child.” Journal of Child Language 21 (1994): 585-622 and volume 23 (1996): 547-571; 13 Pearson 2008/ RBC M Deuchar & S Quay, Bilingual acquisition: Theoretical implications of a case study (Oxford: Oxford University Press, 2000) 125- Survey of “success” rates: S Barron-Hauwaert, Language strategies for bilingual 126 families.(Clevedon UK: Multilingual Matters, 2004), p 181 Also, A De Houwer, “Parental language input patterns and children’s bilingual use.” Applied Psycholinguistics 28 (2007), 411–424 (includes references to several other surveys.) 126 Role of input: A de Houwer, “Home languages spoken in officially monolingual Flanders: A survey.” In K Bochmann, P Nelde, & W Wolck (Eds.), (pp 71-87) Methodology of Conflict Linguistics (St Augustin, Asgard Verlag, 2003); Also: B Z Pearson, S Fernandez., V Lewedag, & D K Oller “Input factors in lexical learning of bilingual infants (ages 10 to 30 months).” Applied Psycholinguistics 18 (1997): 41-58 128 Parents' language patterns 84%: A De Houwer,“Trilingual input and children’s language use in trilingual families in Flanders.” In C Hoffman & J Ytsma (Eds.), Trilingualism in family, school, & community (pp 118-135) Clevedon UK: Multilingual Matters, 2004 (p 131) 128 More exposure for minority language: Pearson and colleagues, 1997, See note for p 116); M Vihman and colleagues, “The onset of word form recognition in one language and in two.” In P McCardle & E Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp 30-44) Clevedon UK: Multilingual Matters, 2006 (p.42) 129 Attitude more important than skill in majority language: K Hakuta & D D’Andrea “Some properties of bilingual maintenance and loss in Mexican background high-school students.” Applied Linguistics 13 (1992): 72-99 (p.91) 130 Downs Syndrome child learning language bilingually: Observed in University of Miami Infant Vocalizations Study, 1990-1997, (Principal Investigator: D K Oller) 131 Lack of advantage for cognates: V M Umbel, B Z Pearson, M C Fernandez, & D K Oller, “Measuring bilingual children's receptive vocabularies.” Child Development 63 (1992): 1012-1020; Also, B Z Pearson and colleagues, “Crosslanguage synonyms in the lexicons of bilingual infants: One language or two?” Journal of Child Language 22 (1995): 345-368 Rates of recognizing cognates: B Hancin Bhatt & W Nagy “Lexical transfer and second language morphological development.” Applied Psycholinguistics 15 (1994): 289-310 132- U Miami language survey: See R Eilers, B Z Pearson & A Cobo-Lewis, “Social 133 factors in bilingual development.” In P McCardle & E Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp 68-90) Clevedon UK: 14 Pearson 2008/ RBC Multilingual Matters, 2006 133- Saunders on siblings: 1988:67ff See note for p 134 134 value of ethnic enclave: W E Lambert & D M Taylor, “Language in the lives of ethnic minorities: Cuban-American families in Miami.” Applied Linguistics 17 (1996): 477-500 134- Minority language used with parents' friends: Gathercole, 2005 (See note above 135 Chapter for p 12.) 135 School language more potent than home language: (reanalysis of data from Language and literacy in bilingual children.) B Z Pearson, “Social factors in childhood bilingualism in the United States.” Applied Psycholinguistics 28/3 (2007): 399-410 135 Strength of English globally/ percent of Internet in English: D Crystal, The language revolution, chapter “The role of the internet.” (Cambridge: Polity Press, 2004) p 87 136 Percent of language speakers: Gordon, 2005 (reference in Chapter 1, note for p 4) 136 Language shift in Miami masked by immigration: children of immigrants less likely to be fluent: LLBC; Chapter ; R Eilers, D K Oller & A Cobo-Lewis, “Bilingualism and cultural assimilation in Miami Hispanic children.” (Chapter 3) In Oller & Eilers, LLBC (pp 43-63) See note for p 22 137 % of families who switch strategies: Barron-Hauwaert (2004: 27) See note for p 125 138 M Grammont, Observations sur le lengage des enfants (‘Óbservantions on children’s language’) Paris: MelangesMeillet, 1902 138 Deuchar argue for ML@H: See note for p 125, discussion in Deuchar and Quay’s Introduction 138- Organization of curriculum (T&P): Elizabeth Howard & Donna Christian, “Two139 Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level.” On-line at http://www.cal.org/crede/pubs/edpractice/EPR9.htm (Last accessed 6/20/2007) 139 Gupta: “Ask a linguist FAQ” Linguistlist.com (See note for p 4.) 140 Switching to MLP: Barron-Hauwert (2004:182) See note for p 125 15 Pearson 2008/ RBC 140 Bilingual and monolingual mode: (also see note for p 97) 140 Time estimates for language exposure See note in Chapter for p.116 141 Fathers less likely to learn ml:Barron-Hauwert p 83 (fathers more likely to be monolingual than mothers (50% versus ~2%): p 82-83 p151 70% of parents use the father’s language See note for p 125 142 3-way conversation strategies: from Saunders (p 57 ff) See note for p 143 Bilingual literature: See references in Chapter 147 Also Saunders (see note for p 7), Deuchar (see note for p 125), and Jameelah Muhammed, The global child (Washington DC: BEE Books, 2003) 149- Code-switching spectrum: E Lanza, “Language contact in bilingual two-year-olds 150 and code-switching: Language encounters of a different kind?” International Journal of Bilingualism (1997): 135-162 150 I-messages: T Gordon, Parent Effectiveness Training (PET): The no-lose program for raising responsible children NY: P.H Wyden, 1970 150- Children’s sensitivity to adult levels of code-mixing: Genesee, Paradis, & Crago: 151 pp 104-105 (See note for p 98.) 152 Preference for majority language: B Z Pearson & A McGee, “Language choice in Hispanic-background junior high school students in Miami: 1988 update.” In A Roca & J Lipski (Eds.), Studies in Anthropological Linguistics (Berlin: Mouton de Gruytere, 1993) Also, Oller & Eilers (Eds.), Chapter (see note for p 22.) 153- Directions to au pair: Jane Merrill: p 61-62 (See note for p 5) 154 Chapter Notes: 178- George Saunders book (see note for p 7) 180 179/ 212 Joshua Fishman: J Fishman, Language loyalty in the United States; The maintenance and perpetuation of non-English mother tongues by American ethnic and religious groups The Hague, Mouton, 1966 180 American Sign Language (in Glossary) 185- More time needed in minority language (see note for p 128) 16 Pearson 2008/ RBC 186 192 Article on Liz Spelke: M Talbot, “The baby lab.” New Yorker, September 4, 2006, p 98 192 Silent period: P Tabors, (See note for p 85.) 198199 Jane Merrill, chapter 9, “Language travel: Distant shores.” Bringing up baby bilingual (NY: Facts on File Inc., 1984) 201 Dual immersion programs (see CAL website in Appendix) 208 American schools in Latin America (See in Appendix) 213 Barron-Hauwaert’s survey: In Language strategies for bilingual families: The one-parent-one-language approach (Clevedon UK: Multilingual Matters, 2004) Chapter Notes: page 222- Definition of SLI: Much of the information in this chapter comes from F Genesee, J Paradis, & M Crago, Dual language development and disorder: A handbook on bilingualism and second language learning (Baltimore MD: Brookes Publishing, 2004) SLI is defined in their glossary, p 225 and their Chapter discusses assessment and intervention 223 Definition of dyslexia: in glossary 223 Which language is spared in aphasia:a summary of research is found in F Grosjean, Life with two languages (Cambridge MA: Harvard University Press, 1982), pp 258-263 224 Prior attitudes about bilingualism and SLI: Genesee, Paradis, & Crago, 2004 especially p.21 and Chapter 224 Incidence of SLI: L Leonard, Children with specific language impairment (Cambridge MA: MIT Press, 1998) Tomblin, Bruce, N L Records, P R Buckwalter, X Zhang, E Smith, and M O’Brien M “Prevalence of Specific Language Impairment in Kindergarten Children.” Journal of Speech, Language, and Hearing Research 40 (1997): 1245-1260 225 Incidence of hearing disorders: American Speech Language and Hearing Association website http://www.asha.org/public/hearing/disorders/ (accessed on 3/10/2007) 225 Quotation from Genesee, Paradis, & Crago, p 212 (See note for p 222) 17 Pearson 2008/ RBC 225 Definition of auditory neuropathy: see ASHA website referenced on this page 225226 SLI in immersion students: M Bruck, “The suitability of Early French Immersion programs for the language disabled child,” Canadian Journal of Education, (1978), pp 51-72 226 Impairment equivalent to monolinguals in both languages: Paradis, & Crago, F Genesee, & M Rice, “French-English bilingual children with SLI: How they compare to with their monolingual peers,” Journal of Speech, Language, and Hearing Research, 36, (2003), pp 113-127 227 No measures normed on bilinguals: B Pearson, “Assessing lexical development in bilingual babies and toddlers,” International Journal of Bilingualism, 2, (1998), pp 347-372 Also, Genesee, Paradis, & Crago (2004), Chapter (See note for p 222.) 227 Norms sensitive to bilingual development: E D Pena, V Gutierrez-Clellen, A Iglesias, B A Goldstein, & L M Bedore Bilingual English Spanish Assessment (BESA) In development 227 Norm for bilinguals according to amount of exposure: V Gathercole, (manuscript) Introduction to Welsh receptive vocabulary test for Welsh-English bilinguals 237 Speech therapy in one language versus in two: Genesee, Paradis, & Crago, p 88 (See note for p 222.) Chapter Notes: page 245- Early babbling: D K Oller, The emergence of the speech capacity Mahwah NJ: 246 Erlbaum, 2000 245246 CDI: L Fenson and colleagues, Users Guide and Technical Manual for MacArthur-Bates Communicative Development Inventories: 2nd edition Baltimore: Paul Brookes, 2003 Information on international forms: http://www.sci.sdsu.edu/cdi/adaptations.htm 246 First Words Project: at Florida State University, Amy Wetherby, Ph.D Director; http://firstwords.fsu.edu/ 246 Canonical babbling as a warning sign: D K Oller, R E Eilers, A R Neal, A B Cobo-Lewis, “Late onset canonical babbling: A possible early marker of abnormal development.” American Journal on Mental Retardation 103 (1998): 249 -263 18 Pearson 2008/ RBC 246 Bilingual babbling: D K Oller and colleagues, “Development of precursors to speech in infants exposed to two languages.” Journal of Child Language 27 (1997): 407-25 246247 Age of first words: CDI; Miami Infant Study, B Z Pearson, S Fernandez & D K Oller, “Lexical development in bilingual infants and toddlers: Comparison to monolingual norms.” Language Learning 43 (1993): 93-120; A Doyle, M Champagne & N Segalowitz, “Some issues in the assessment of linguistic consequences of early bilingualism.” Working Papers on Bilingualism 14 (1977): 21-30; L Petitto and colleagues, “Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition.” Journal of Child Language 28 (2001): 453-496 247 Age of first grammar: CDI reference (See note for p 63) and Genesee, Paradis, & Crago, see note for p 222) 247 Hamburg project: J Meisel, Bilingual first language acquisition: French and German grammatical development (Amsterdam: John Benjamins, 1994) 248 Ways to test babies: K Karmiloff & A Karmiloff-Smith Pathways to language: From fetus to adolescent Cambridge: Harvard University Press, 2001 248 Telling unfamiliar language: C Moon and colleagues, “Two-day-olds prefer their native language.” Infant Behavior and Development 16 (1993): 495-500 T Nazzi and colleagues, “Language discrimination by newborns: Toward an understanding of the role of rhythm.” Journal of Experimental Psychology: Human Perception and Performance 24/3 (1998): 756-66 248 Distinguishing languages in the same rhythmic class: T Nazzi and colleagues, “Language discrimination by English-learning 5-month-olds: Effects of rhythm and familiarity.” Journal of Memory and Language 43 (2000): 1-19 248 Bilingual infants recognizing both languages: J Werker and colleagues, “Bilingual speech processing in infants and adults.” In P McCardle & E Hoff (Eds.), Childhood bilingualism: Research on infancy through school age (pp 118) Clevedon UK: Multilingual Matters, 2006 248249 Learning not to be universal listener: J Werker & R C Tees, “The organization and reorganization of human speech perception.” Annual Review of Neuroscience 15 (1992): 377-402 249 Catalan-Spanish bilinguals: N Sebastian-Galles & L Bosch, “On-line processing of native and non-native phonemic contrasts in early bilinguals Cognition 72 (1999): 111-23 Canadian experiment: T.C Burns, J Werker, & K McVie, “Development of phonetic categories in infants raised in bilingual and 19 Pearson 2008/ RBC monolingual environments.” In B Beachley and colleagues (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development (pp 173-184) Somerville MA: Cascadilla Press, 2003 250251 Monolinguals using similar phonemes in word learning: J Werker and colleagues, “Infants’ ability to learn phonetically similar words: Effects of age and vocabulary size.” Infancy (2002): 1-30 250 Effects of developing dominance: Burns and colleagues, see note for p 249 250251 Bilinguals using similar phonemes in word learning: C Fennell & J Werker, Bilingual infants’ attention to fine phonetic detail in a word learning task Paper presented at the 4th International Symposium on Bilingualism, April 2003, Tempe AZ 252253 Phonological assessment at 36-months: A M Navarro, B Z Pearson, A B Cobo-Lewis, & D.K Oller Assessment of phonological development in bilingual children at age 36 months: Comparison to monolinguals in each language Paper presented at the annual meeting of the American Speech Language and Hearing Association, Orlando FL, December 1995 253254 Language intelligibility: A Navarro, “Phonetic effects of the ambient language in early speech : Comparisons of monolingual- and bilingual-learning children.” Ph.D diss., University of Miami, 1998 Also: Navarro, A., Pearson, B Z., CoboLewis, A.B., & Oller, D K (2005) “Differentiation in early phonological adaptation?” In J Cohen, K McAlister, K Rolstad, & J MacSwan (Eds.) ISB4: Proceedings of the th International Symposium on Bilingualism (pp.16901702) Somerville, MA: Cascadilla Press 254 Reference to CDI (See note for p 63.) 255256 Lexical spurt in two languages: B Z Pearson & S Fernandez, “Patterns of interaction in the lexical development in two languages of bilingual infants.” Language Learning 44 (1994): 617-653 256 Cross-linguistic study of first words: B Boysson-Bardies & M Vihman, “Adaptation to language: Evidence from babbling and first words in four languages.” Language 67 (1991): 297-319 256260 Bilingual lexical development generally: B Z Pearson, “Assessing lexical development in bilingual infants and toddlers.” International Journal of Bilingualism (1998): 347-372 261 J Bruner on narrative development: Actual minds, possible worlds Cambridge: Harvard University Press, 1986 20 Pearson 2008/ RBC 262 world-wide study of narrative: R Berman & D Slobin, Relating events in narrative (Mahwah NJ: Erlbaum, 1994) 262 Studies of multilingual narratives: S Stromqvist & L Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspectives Mahwah NJ: Erlbaum, 2004 Also Verhoeven & Stromqvist (Eds.), Narrative development in a multilingual context Amsterdam: John Benjamins, 2001 262 bilingual frog story study: B Z Pearson, “Narrative competence in bilingual school children in Miami.” In Oller & Eilers (Eds.), Language and literacy in bilingual children (pp 135-174) Clevedon UK: Multilingual Matters, 2002 263 incidence of dyslexia: American Speech Language and Hearing Association website http://www.asha.org/public/speech/disorders/LBLD.htm (last accessed on July 1, 2007) 263 Reading in two languages better: A B Cobo-Lewis, B.Z Pearson, R.E Eilers, & V.C Umbel, “Chapter 4: Effects of bilingualism and bilingual education on oral and written English skills: A multifactor study of standardized test outcomes.” In Oller & Eilers (Eds.), Language and literacy in bilingual children (chapter 4, pp 64-97) Clevedon UK: Multilingual Matters, 2002 265267 Effect of home and school language on standardized scores: D K Oller & R E Eilers, Language and literacy in bilingual children (Clevedon, UK: Multilingual Matters, 2002); B Z Pearson, “Social factors in childhood bilingualism in the United States.” Applied Psycholinguistics, 28/3 (2007): 399-410 267 English versus Spanish preschool: L Wong-Fillmore, “When learning a second language means losing a first.” Early Childhood Research Quarterly (1991): 323-346 269 Additive vs subtractive bilingualism: W Lambert, “Effects of bilingualism on the individual: Cognitive and sociocultural consequences.” In P.A Hornby (Ed.), Bilingualism: Psychological, social, and educational implications (pp 15-28) NY: Academic Press, 1977 270 How much time in English: Cummins, see note p 85-86 Also see note for p 116 270 1st language hastens the 2nd: Cummins, J (1981) “The role of primary language development in promoting educational success for language minority students.” In Schooling and language minority students: A theoretical framework Los Angeles: California State University; Evaluation, Dissemination, and Assessment Center Also: Genesee, F Learning through two languages: Studies of immersion and bilingual education New York: Newbury House, 1987 271- K Hakuta & D D'Andrea, “Some properties of bilingual maintenance and loss in 21 Pearson 2008/ RBC 273 Mexican background high-school students.” Applied Linguistics 13 (1992): 72-99 (graph on page 81) 274 more balanced comparisons between mono- and bi-linguals: K Hakuta, The mirror of language NY: Basic Books, 1986 274275 SES effect on standardized scores: A Nairn and colleagues, The reign of ETS: The corporation that makes up minds.(s.n 1980) 276 E Peal & W Lambert, “The relation of bilingualism to intelligence.” Psychological Monographs 76 (1962) 276277 SAT study: B Z Pearson, “Predictive validity of the SAT-Verbal scores for highachieving Hispanic college students.” Hispanic Journal of the Behavioral Sciences 15 (1993): 342-56 277278 No measures normed on bilinguals: B Pearson, “Assessing lexical development in bilingual babies and toddlers,” International Journal of Bilingualism, 2, (1998), pp 347-372 Also, F Genesee, J Paradis & M Crago (2004), Dual language development and disorders Chapter (Baltimore: Paul Brookes, 2004) 278279 All children have some singlets: V C Umbel and colleagues, “Measuring bilingual children’s receptive vocabularies,” Child Development 63 (1992): 101220 Also, B.Z Pearson, “Assessing lexical development in bilingual babies and toddlers.” International Journal of Bilingualism (1998): 347-72 279 Profile effect: D K Oller, B Z Pearson, & A B Cobo-Lewis, “Profile effects in early bilingual language and literacy.” Applied Psycholinguistics, 28/2 (2007): 191-230 281282 Critical mass: V C Gathercole, “Monolingual and bilingual acquisition: Learning different treatments of that-trace phenomena in English and Spanish.” D K Oller & R E Eilers (Eds.), Language and literacy in bilingual children (pp 220-254) (Clevedon, UK: Multilingual Matters, 2002) 282 Types of errors, from insufficient exposure: V C Gathercole & E M Thomas, “Input factors influencing the acquisition of Welsh.” In J Cohen and colleagues, Proceedings of the ISB4 (pp 852-874) Somerville MA: Cascadilla Press, 2005 Notes for Chapter page 288 Waldorf schools on language: R Steiner, The Genius of Language, (Herndon VA: Anthroposophic Press, 1919-1920) 22 Pearson 2008/ RBC 289 Waldorf Association contact information: Rudolf Steiner Library, 65 Fern Hill Road Ghent, N.Y 12075 (rsteinerlibrary@taconic.net) 289 Modern writers on Waldorf: M Glockler & W Goebel, A guide to child health, (Edinburgh: Floris Books, 2003), p 265 290 No studies of bilingualism in a social science framework: A Pavlenko, Emotions and multilingualism, (Cambridge: Cambridge University Press, 2005) 291 Quotation from Einar Haugen: E Haugen, “The stigmata of bilingualism,” In A.Dil (Ed.), The Ecology of Language, Essays by Einar Haugen Stanford: Stanford University Press 291 Source of monolingual myth: G Steiner, Errata: An examined life, (New Haven CT: Yale University Press, 1997), p 102-3 291292/ 295 G Steiner, After Babel: Aspects of language and translation (Oxford: Oxford University Press, 1992) 292 Pause fillers in different languages: see Linguistlist archive, volume 2-675, October 17, 1991 on talking speed: F Pellegrino, J Farinas, J-L Rovas, “Automatic estimation of speaking rate in multilingual spontaneous speech.” from Speech Prosody 2004, March 23-26, 2004,Nara, Japan (http://www.iscaspeech.org/archive/sp2004/spo4-517.pdf) 292 Cultural frame switches: N Ramírez-Esparza, S D Gosling,V Benet-Martínez, J P Potter, J W Pennebaker, “Do bilinguals have two personalities? A special case of cultural frame switching,” Journal of Research in Personality, 40 (2006), pp 99–120 293 Irish poet: N Ni Dhomhnaill, “Linguistic ecology: Preventing a great loss,” in I de Courtivron, Lives in Translation (NY: Palgrave Macmillan, 2003), pp 79-92 293 Bilingual anthologies: I de Courtivron (Ed.), Lives in Translation:Bilingual Writers on Identity and Creativity, (NY: Palgrave Macmillan, 2003) Also, D Sommer (Ed.),Bilingual Games, (NY: Palgrave Macmillan, 2003) 293 I Stavans, “Love affair with Spanglish,” in I de Courtivron, Lives in Translation, pp 129-146 A Dorfman, “The wandering bigamists of language,” (pp.29-38) (NY: Palgrave Macmillan, 2003) 293294 Authorities on the bilingual mind: A Wierzbicka, “Universal human concepts as a tool for exploring bilingual lives,” International Journal of Bilingualism, (1) (2005), pp 7-26 23 Pearson 2008/ RBC 294 Quotation, none regrets bilingualism: I de Courtivron, p (See note for p 293.) 294 Bilingual memoir: E Hoffman, Lost in translation, (NY: Dutton, 1989) 294 Bilingual P.S.: E Hoffman, “P.S.,” in I de Courtivron, pp 49-54 (See note for p 293.) 294295 Japanese bilingual writer: Y Tawada, “Writing in the web of words,” in I de Courtivron, pp 147-156 (See note for p 293.) January 26, 2008 24 ... note above 135 Chapter for p 12.) 135 School language more potent than home language: (reanalysis of data from Language and literacy in bilingual children.) B Z Pearson, “Social factors in childhood... rates: S Barron-Hauwaert, Language strategies for bilingual 126 families.(Clevedon UK: Multilingual Matters, 2004), p 181 Also, A De Houwer, “Parental language input patterns and children’s bilingual. .. & Marian, V (2006) Lexical-semantic organization in bilingual children: Evidence from a repeated word association task Journal of Speech, Language, and Hearing Research, 49, 572-587 18 Natural