Typical and Atypical Language Development in Cultural and Linguistic Diversity (Routledge Research in Language Education)

✍ Scribed by Weifeng Han (editor), Chris Brebner (editor)

• Publisher: Routledge
• Year: 2023
• Tongue: English
• Leaves: 277
• Edition: 1
• Category: Library

✦ Synopsis

Typical and Atypical Language Development in Cultural and Linguistic Diversity brings together state-of-the-art studies in both typical and atypical language development.

Placing the topic in the context of cultural and linguistic diversity (CALD), the book offers readers serious theoretical consideration of the topic and provides implications for multilingual educational and clinical practices. The content covers a wide range of topics related to multilingual language development in CALD: typical and atypical language development in CALD, and the interface between both; the relationship between multilingual competence and academic performance in CALD; providing unbiased speech and language measures in CALD; and heritage and minority languages education in CALD. Each chapter outlines the core theoretical and practical issues and explores both theoretical and pedagogical/clinical implications in the area and possible future developments.

This volume is an essential resource for all those who study, research, or are interested in multilingual development, educational linguistics, and clinical linguistics in the CALD context.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Figures
List of Tables
List of Contributors
Introduction
Chapter 1 Early bilingual acquisition: The effects of home language typology on learning English inflectional morphology
Chapter 2 The role of lexical tones in bilingual language processing: Evidence from a typing task
Chapter 3 Beyond relative clauses: The development of noun-modifying clause constructions in Cantonese
Chapter 4 Is object relative clause comprehension particularly sensitive to quantity of language exposure in sequential bilingual children?
Chapter 5 Language acquisition at the syntax–semantics interface: Definiteness restrictions in L2 French and L3 English
Chapter 6 Acquisition of definiteness marking in L2 Mandarin Chinese by English native speakers: A perspective from syntax–pragmatics interface
Chapter 7 A longitudinal exploration of the presence of a bilingual advantage in children
Chapter 8 Associations among oral narrative language measures for Indigenous and non-Indigenous Australian children in their first year of school
Chapter 9 Grammatical profiles of Mandarin-English bilingual children at risk for developmental language disorder
Chapter 10 Bidialectal CALD learners of English: Implications on bilingual language disorders and differential diagnosis
Chapter 11 Heritage language status, use, and maintenance in culturally and linguistically diverse contexts
Chapter 12 The development and pilot of a dynamic assessment of word-learning skills
Index