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
