By Peter Auer; Li Wei (Editors)
This quantity is an up to date, concise creation to bilingualism and multilingualism in faculties, within the office, and in foreign associations in a globalized international. The authors use a problem-solving method and ask extensive questions about bilingualism and multilingualism in society, together with the query of language acquisition as opposed to upkeep of bilingualism. Key good points: - offers a state of the art description of alternative components within the context of multilingualism and multilingual communique - offers a severe appraisal of the relevance of the sector, - deals recommendations of daily language-related difficulties - foreign instruction manual with contributions from well known specialists within the box
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Additional resources for Handbook of Multilingualism and Multilingual Communication
In most cases throughout this chapter, the issues raised and findings reported for bilingual children would also apply to multilingual children, and thus, use of the term ‘bilingual’ is meant to include multilinguals as well. Early bilingual and multilingual acquisition 2. 1. Patterns and rates of acquisition in simultaneous bilinguals 17 Unlike sequential bilinguals, simultaneous bilinguals are exposed to two languages as infants and toddlers, thus, they receive this dual input before they are old enough to explicitly or consciously understand that their input comes from two linguistic sources.
The dilution of the individual’s sense of national identity and group membership. They may not want the children to be too attracted to the other language communities, especially in countries where there is tension between communities. It is important that such socio-political issues are addressed head-on. The increased opportunities for individuals to become bilingual and multilingual are one of the most significant social changes in the last two decades. It has never been easier for people to encounter and learn new languages in schools, through professional contacts, on the internet, through music, arts and other forms of entertainment, and in everyday social interaction.
1. Patterns and rates of acquisition in sequential bilinguals Unlike simultaneous bilinguals, early sequential bilinguals and multilinguals have one or two languages established before they learn their second or third one. This raises the question of how children’s L1 influences their L2, or in turn, their L3 development. Also unlike simultaneous bilinguals, sequential bilinguals and multilinguals are learning one of their languages when they are more cognitively mature, although much younger than adult language learners.
Handbook of Multilingualism and Multilingual Communication by Peter Auer; Li Wei (Editors)