Palgrave Macmillan Home
Login or Register    Shopping Basket Shopping Basket
Search 
 
 
 
 
 
 
 
16 Jul 2009
|
£76.00
|Hardback Print on Demand
  
9780230500297
||
 
 
16 Jul 2009
|
£24.99
|Paperback Print on Demand
  
9780230500303
||
 
 
eBooks ebook on Palgrave Connect ebook available via library subscriptions ebook on ebooks.com 
 
 


OrderHelpBox
                                                                                                                                              returns, payment and delivery


DescriptionReviewsContentsAuthors

Language learners come in all sizes. Children learn one language; they learn many. Older children and adults add languages. Some children learn language against the odds, faced as they are by developmental difficulties of many kinds. How do learners meet these different language acquisition challenges?

What role does the ability to read the minds of others play in the development of syntax? Do children know they are learning words when they do it? Are children more or less conservative than adults when they understand words like 'some' and 'and'? Do we really know the impact of the language we speak to children? Can we really talk about one language being more dominant than another in a child's repertoire? How do cultural patterns of language use impact on the development of language?

We may have moved beyond the conception of language development as nature versus nurture, but we remain uncertain of the exact roles played by the nature of the human animal and the nature of the language environment that learners develop in. We are also by no means in agreement about the important questions to ask and the theoretical frameworks within which to ask or answer them!

This volume provides a snapshot of the field of language acquisition at the beginning of the 21st Century. It represents the multiplicity of approaches that characterize this energetic sub field of linguistics and provides readers with a review of current topics and debates, as well as addressing some of the connections between sub-fields and possible future directions for research in first language, second language, bilingualism, and language disorder in languages that are spoken, manual, and written.


Description

Language learners come in all sizes. Children learn one language; they learn many. Older children and adults add languages. Some children learn language against the odds, faced as they are by developmental difficulties of many kinds. How do learners meet these different language acquisition challenges?

What role does the ability to read the minds of others play in the development of syntax? Do children know they are learning words when they do it? Are children more or less conservative than adults when they understand words like 'some' and 'and'? Do we really know the impact of the language we speak to children? Can we really talk about one language being more dominant than another in a child's repertoire? How do cultural patterns of language use impact on the development of language?

We may have moved beyond the conception of language development as nature versus nurture, but we remain uncertain of the exact roles played by the nature of the human animal and the nature of the language environment that learners develop in. We are also by no means in agreement about the important questions to ask and the theoretical frameworks within which to ask or answer them!

This volume provides a snapshot of the field of language acquisition at the beginning of the 21st Century. It represents the multiplicity of approaches that characterize this energetic sub field of linguistics and provides readers with a review of current topics and debates, as well as addressing some of the connections between sub-fields and possible future directions for research in first language, second language, bilingualism, and language disorder in languages that are spoken, manual, and written.


Reviews

'...this book rises to the challenge of providing a broad overview of the field of language acquisition that will inform and inspire students and researchers alike.' Katherine Messenger, Linguistlist.org


Contents

Preface
Series Preface
Acknowledgements
Notes on Contributors
PART I: EXPLAINING LANGUAGE ACQUISITION
Word Learning and the Origins of Phonological System; M.Vihman
Processing Strategies in First Language Acquisition; A.M.Peters
The Inevitability of Child Directed Speech; M.Saxton
Universal Grammar Approaches to Language Acquisition; M.T.Guasti
Second Language Acquisition; S.Gass
PART II: WINDOWS ON LANGUAGE ACQUISITION
Language and the Many Faces of Emotion; J.Reilly
Complements Enable Representation of the Contents of False Beliefs: The Evolution of a Theory of Theory of Mind; J.& P.De Villiers
Going Beyond Semantics: The Development of Pragmatic Enrichment; N.Pouscoulous& I.Noveck
The Acquisition of Phrasal Vocabulary; K.Kuiper, G.Columbus& N.Schmitt
PART III: LANGUAGE ACQUISITION, CULTURE AND LINGUISTIC DIVERSITY
Language Development in Simultaneous Bilingual Children; N.Müller
Universals and Cross-Linguistic Variability in Children's Discourse; M.Hickmann
Trends in Research on Narrative Development; R.Berman
Family Literacy Activities: What Is, What Ought To Be and The Role of Parents' Ideas; S.McNaughton, M.Amituanai-Toloa& E.Wolfgramm-Foliaki
Index


Authors

SUSAN FOSTER-COHEN is the author of two textbooks on language development in children: The Communicative Competence if Young Children (1990) and An Introduction to Child Language Development (1999). She is also the founding editor of the European Second Language Association Yearbook series. Susan has taught courses and engaged in research in child language development in the U.K., USA, France and New Zealand. She is currently the director of an early intervention centre for children with developmental disabilities in New Zealand.