L. Verhoeven

Bilingualism and migration

This book focuses on bilingualism in the context of migration and minorization processes. Its aim is to integrate recent research in this fast growing field of scientific and social interest into a single and coherent academic reference. The book has four parts. Part One goes into processes of early bilingual development. Part Two focuses on bilingual development of children at school age. In Part Three the constraints in processes of code-switching and borrowing are dealt with. Part Four discusses the issues related to processes of language maintenance and language loss. Taken from these four perspectives, the volume offers a comprehensive state of the art, with contributions from different combinations of language parts.

The cross-linguistic study of bilingual development

Part 1 Early bilingual development: retrospective on the study of early bilingualism, B. McLaughlin the separate development hypothesis - method and implications, A. de Houwer early bilingual development of Turkish children in the Netherlands, H. van der Heijden and L. Verhoeven early bilingual development of Turkish children in Berlin, C. Pfaff bilingual development of English preschool children in Turkey, O. Ekmekci two languages, three varieties - code-switching patterns of bilingual children, A. Bentahila and E. Davies the development of initial reading in a bilingual child, K. Wodala. Part 2 Bilingual development at school age and beyond: proficiency, choice and attitudes in bilingual Mexican-American children, K. Hakuta and L. Pease-Alvarez Turkish and Moroccan children in the Netherlands - acquisition of complex syntax in a first and second language, J. Aarssen et al bilingual development of school-age children in Sweden, A. Viberg first language text cohesion in a Turkish-Dutch bilingual setting, A. Schaufeli temporal reference and narrative structure in Italian and German by Italian migrant children in Germany, A. di Luzio second language influence on first language acquisition - Turkish children in Germany, H. Boeschoten first language influence on second language acquisition - Turkish and Moroccan adults in the Netherlands, P. Broeder et al.

Monitoring in children's second language speech

The present study investigates the monitoring behaviour of Turkish children speaking Dutch as a second language. Spontaneous speech data were collected over a period of two years at one-year intervals with 74 children from the time they entered Dutch primary schools. In order to discover developmental changes, a typology of monitoring behaviour was given as a function of the childrens age. A distinction was made between corrections, restarts and repeats. With regard to corrections, phonological, syntactic and semantic types were distinguished. In order to explain the individual variation in monitoring, the occurrence of monitoring types was correlated with nonverbal cognitive skill and with oral second language proficiency. The structure of monitoring processes was investigated by determining the point in the utterance at which children go back to make a new start for correction, after they have detected an error. The results show that during the process of second language acquisition different types of repairs can be distinguished, some of which increase with age and some of which decrease. A positive relationship was found between monitoring use and the childs cognitive skill and second language proficiency. With regard to the structure of monitoring, it was found that phonological errors tend to be detected faster than syntactic and semantic errors. The results are dicussed in the light of research on first language monitoring use.

Literacy in a Second Language Context: Teaching Immigrant Children to Read.

Abstract This article goes into both sociolinguistic and psycholinguistic aspects of literacy education to immigrant children. From a sociolinguistic point of view attention is given to the literacy needs of ethnic minority groups in a multilingual community, the language policies that authorities can follow with regard to literacy and the monolingual and bilingual literacy instruction models that these policies can give rise to. From a psycholinguistic point of view aspects of immigrant childrens processes of learning to read are highlighted, and arguments for bilingual literacy instruction are summed up. In addition, a perspective of literacy education to immigrant children is given.

Immigrant Languages in Europe.

Introduction: immigrant groups and immigrant languages in Europe, Guus Extra and Ludo Verhoeven. Part 1 Use of immigrant language varieties in Europe: Sweden Finnish, Jarmo Lainio South Asian languages in Britain, Safder Alladina a bilingual perspective on Turkish and Moroccan children and adults in the Netherlands, Guus Extra and Ludo Verhoeven Croatian or Serbian as a diaspora language in Western Europe, Andrina Pavlinic. Part 2 First language acquisition in a second language context: Turkish language development in Germany, Carol Pfaff Turkish language development in the Netherlands, Anneli Schaufeli summative assessment of ethnic group language proficiency, Jeroen Aarssen et al parental attitudes towards child bilingualism in the Nordic countries, Sirkku Latomaa. Part 3 Code-switching: code-copying in immigrant Turkish, Lars Johanson Turkish-Dutch code-switching and the frame-process model, Ad Backus code-switching and borrowing in an Arabic-Dutch context, Jacomine Nortier Finns and Americans in Sweden - patterns of linguistic incorporation from Swedish, Paula Andersson. Part 4 Language maintenance and language loss: immigrant minority languages and education in Sweden, Sally Boyd Romani at the crossroads, Donald Kenrick methodological issues in language shift research, Koen Jaspaert and Sjaak Kroon lexical aspects of language attrition and shift, Kees de Bot and Bert Weltens.

Primaire taalverwerving : Schets van een onderzoekterrein

Under the auspices of the Dutch National Science Foundation (ZWO), a research program on primary language development is being prepared. This text aims at contributing to the foundation of such a program by focusing on the main trends in research on primary language development in the Netherlands and abroad. After an Introduction on the goals and scope of the text, the main areas and approaches (section 2), and the main methods and techniques (section 3) of research on primary language development are discussed. Against this background, section 4 offers a survey of Dutch contributions in this field. Whereas sections 2 and 3 focus on main lines of research, our survey of Dutch contributions aims at giving a documented overall picture of the research efforts since 1970.