Details

Subject(s)

• Russian language—Sweden—Acquisition [Browse]

Series

• Acta Universitatis Stockholmiensis. Stockholm Slavic studies ; 42. [More in this series]
• Acta Universitatis Stockholmiensis. Stockholm Slavic studies, 0585-3575 ; 42 [More in this series]

Bibliographic references

Includes bibliographical references.

Contents

• Introduction
• Aims of the study
• On the nature of innovations
• How to define innovation
• On the origin of new and independent forms
• Innovations and indications of SLI?
• Bilingual first language acquisition and contact linguistics
• Bilingual language acquisition : double monolingual acquisition or acquisition of a second language?
• The importance of studying bilingual children
• The importance of the first years of life
• Structure of this study
• The place and the languages
• Languages in Sweden
• Typological sketch of the languages involved
• Swedish
• Russian
• Differences between Russian and Swedish
• Categories that are more difficult to acquire in Swedish
• Categories that are more difficult to acquire in Russian
• Theoretical approaches and previous research
• Theoretical approaches to language acquisition
• Major controversies and theoretical approaches in BFLA research
• On defining bilingualism and being bilingual
• Simultaneous vs. successive bilingualism
• Interdependence or developmental autonomy?
• The unitary language system Hypothesis (or gradual differentiation Hypothesis)
• The separate development Hypothesis
• On interference between the languages
• Bilingual proficiency
• Levels of attainment in non-pathological L1 acquisition
• Incomplete acquisition
• The relationship between the weaker and stronger language
• The role of the critical period in language acquisition
• Individual differences and learning strategies
• Previous longitudinal studies (done by parents)
• The subject of the study and the family Situation
• The subject of the investigation
• Julia's earliest linguistic development (before the age of one)
• Julia's language background
• The socio-cultural context of Julia's earliest linguistic development
• Julia's interaction with her caregivers and her language experience
• Methods and approaches
• Case study as a research method
• Data collection
• Transcription and analysis
• Pros and cons of using the researcher's own children as subjects
• Cumulative vocabulary
• Acquisition of negation and some related categories: from first sounds to sentences
• Why negation?
• The forms and functions of negation
• Negation in Julia's data : comprehension and production
• Understanding negation
• Reaction to negation
• Production of negation
• Morphological period : from frozen forms to linguistic innovations
• Milestones in BFLA children's early language development
• Conclusion
• Language interaction in a contact situation : the place of innovations
• On defining innovations
• Distinguishing between different kinds of language contact phenomena
• Cross-linguistic influence, interference or transfer?
• Mixing
• The differences between children's and adults' mixings
• Code-switching
• Borrowings vs. code-switching
• Innovations that change the structure of Russian
• Discussion and conclusion
• Language Separation in early childhood : one System or two
• At what age do children distinguish between the two languages?
• The importance of the child's motivation
• Associating words with different people
• Learning by imitation and repetition
• Repair strategies and translation
• Autonomous speech
• Discussion
• Language input : the importance of child-directed speech and parental strategies
• The conditions for language learning
• Input defined
• Methods of measuring input
• Factors contributing to the development of early language skills
• Input and Output : where does intake come in?
• Child-directed speech (CDS)
• The characteristics of CDS
• CDS in Julia's home
• Communication versus teaching language through CDS
• Teaching language awareness through CDS
• Parental strategies and language Separation
• Interpreting the child's utterances
• Parents' responses to Julia
• General conclusion
• Some implications for parents and educators
• Some perspectives for future research
• Methodological implications
• References
• Appendices
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5.

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ISBN

• 9789187235009 ((pbk.))
• 9187235005 ((pbk.))

OCLC

840391230

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