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Bilingualism in development : language, literacy, and cognition

Bilingualism in development : language, literacy, and cognition (10회 대출)

자료유형
단행본
개인저자
Bialystok, Ellen.
서명 / 저자사항
Bilingualism in development : language, literacy, and cognition / Ellen Bialystok.
발행사항
Cambridge, UK ;   New York :   Cambridge University Press ,   2001.  
형태사항
xii, 288 p. ; 24 cm.
ISBN
0521632315 (hbk.) 0521635071 (pbk.) 9780521632317 (hbk.)
서지주기
Includes bibliographical references (p. [249]-279) and index.
일반주제명
Bilingualism in children. Language acquisition. Language awareness in children. Cognition in children.
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010 ▼a 00045520
020 ▼a 0521632315 (hbk.)
020 ▼a 0521635071 (pbk.)
020 ▼a 9780521632317 (hbk.)
035 ▼a (KERIS)REF000006097295
040 ▼a DLC ▼c DLC ▼d DLC ▼d 211009
050 0 0 ▼a P115.2 ▼b .B5 2001
082 0 0 ▼a 401/.93 ▼2 22
090 ▼a 401.93 ▼b B576b
100 1 ▼a Bialystok, Ellen.
245 1 0 ▼a Bilingualism in development : ▼b language, literacy, and cognition / ▼c Ellen Bialystok.
260 ▼a Cambridge, UK ; ▼a New York : ▼b Cambridge University Press , ▼c 2001.
300 ▼a xii, 288 p. ; ▼c 24 cm.
504 ▼a Includes bibliographical references (p. [249]-279) and index.
650 0 ▼a Bilingualism in children.
650 0 ▼a Language acquisition.
650 0 ▼a Language awareness in children.
650 0 ▼a Cognition in children.
945 ▼a KINS

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 401.93 B576b 등록번호 111488530 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차


CONTENTS
Preface = xi
1 Faces of Bilingualism = 1
 Experiencing Bilingualism = 1
 Who Is Bilingual? = 4
 Methodological Complications = 6
 Where the Research Looks = 9
 Proficiency ; or, When Is Enough Enough? = 10
  Measuring Proficiency = 12
  A Process Approach = 13
   Cognitive Dimensions of Language Proficiency = 14
   Toward a Definition = 18
2 Starting with One Language = 21
 Landmarks of Language Acquisition = 23
  Lexicon = 24
  Syntax = 26
  Phonology = 28
  Pragmatics = 30
 Approaches to Language Acquisition = 31
  Criteria for Distinguishing among Theories = 32
  Formal Theories = 36
   Government-Binding Theory = 38
   Learnability Theory = 38
   Minimalism = 40
  Functional Theories = 40
   Cognitive Grammar = 42
   Construction Grammar = 44
   Connectionism = 46
 Out of the Dichotomy = 49
  Contributions and Limitations = 50
  Divide and Conquer = 52
3 And Adding Another = 56
 Mastering the System = 58
  Lexicon = 61
  Syntax = 67
  Phonology = 70
 When It Can Be Learned = 71
  Rationale for a Critical Period = 73
  Defining the Concept = 74
  Nature of the Evidence = 76
  What Does It Mean? = 82
   Conceptualization = 83
   Aging Cognition = 86
   Restricting the Range = 86
 Learning Two Languages = 88
4 Language in the Mind = 90
 In Search of Representations = 91
  Thinking Observed = 91
  Behavioral Evidence = 95
  Beyond Methodology = 98
 Adults and the Problem of Concepts = 100
  Types of Bilinguals = 100
  Storing Languages and Meanings = 102
  Implications of Complex Representation = 103
 Children, Language, and Thought = 105
  One Language, One Mind = 106
  Separated at Birth = 108
  Developing the Systems = 112
 Representing Two Languages = 116
  Interpreting the Evidence = 117
  Toward Distinct Representations = 119
5 Thinking About Language = 121
 Defining "Metalinguistic" = 122
  Metalinguistic Knowledge = 123
  Metalinguistic Ability = 124
  Metalinguistic Awareness = 126
  The Relevance of "Meta" for Second-Language Acquisition = 127
 Metalinguistic : The Process = 129
  Identifying Processing Components = 131
  Demands of Metalinguistic Tasks = 132
 Is It Better with Two Languages? = 134
  Word Awareness = 135
  Syntactic Awareness = 139
  Phonological Awareness = 141
 Interpreting the Research = 143
  Applying the Framework = 145
  Why the Difference? = 150
6 Link to Literacy = 152
 First Steps = 154
  Background Preparation = 156
  Social Context of Reading = 157
  Cognitive Prerequisites = 159
   The Invariance of Symbolic Notations = 160
   Correspondence Rules for Understanding Print = 162
 Early Reading = 165
  The Role of Phonological Awareness = 165
  Bilinguals and the Awareness of Sounds = 168
   Advantages in Phonological Awareness = 169
   The Language Connection = 169
   It's Just Easier = 171
 Fluent Reading = 173
  Factors in Second-Language Reading = 174
  Decoding the Text = 176
 The Difference in Reading = 179
7 Beyond Language = 182
 Bilinguals and Intelligence = 183
  What Is Intelligence? = 184
  The Processes of Intelligence = 186
 Languages and Cognition = 188
 Groundwork for Interactions = 190
 The Style of Cognition = 192
  Field Dependence-Independence = 193
 The Symbol Basis of Quantity = 195
  Numbers and Numerals : The Basis of Quantity = 197
  Computation and Quantity = 199
 Concepts and Creativity = 203
  Problem-Solving in Bilingual Children = 204
  Conceptualization in a Sorting Task = 206
 Piecing It Together = 210
  Pattern of Results = 211
  Toward an Explanation = 213
  The Source of Inhibition = 216
8 The Extent of the Bilingual Mind = 219
 A Matter of Class = 220
  Socioeconomics and Learning = 220
  A Bilingual Disadvantage? = 222
 Time, Timing, and Timeliness = 224
  One at a Time? = 225
  The Learning Latency = 230
  Into the Future = 232
 Educating Children = 234
  Bilingual Education = 234
  Relationship to Achievement = 238
 Who Am I? = 239
 Lessons for Cognition = 242
  Language = 243
  Cognition = 245
  Brain = 247
 Finally = 247
References = 249
Index = 281


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