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Becoming Bilingual: The Language Acquisition and Becoming Bilingual: The Language Acquisition and Development of Bilingual Children Table of Contents Page 1 Introduction
teachers and reform of teacher education to focus on methods of teaching English for rapid acquisition of the language, leading to access to the regular school curriculum
in many languages. The No Child Left Behind Act of 2001 and the English Language Acquisition Act of 2001 both propose the right of bilingual education. These acts
The detailed approach to English language acquisition set forth here strikes a balance between the need for understanding (through the use of the native language)
that learning a foreign language is achieved through the constant and fast translation of sentences from the target language into the learner's first language and
Submitted by dandylama on February 28, 2006
Category: English
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Becoming Bilingual: The Language Acquisition and
Development of Bilingual Children
Table of Contents Page
1 Introduction 6
2 Definitions of Bilingualism 9
2.1 Minimalistic Definition 9
2.2 Maximalistic Definition 10
3 Ambilingual, Equilingual and Semilingual Speakers 12
3.1 Ambilingual Speaker . 12
3.2 Equilingual Speaker 12
3.3 Semilingual Speaker 13
4 Active and Passive Bilingualism 14
5 Methods of raising bilingual children 16
5.1 Various representations of raising bilingual children 16
5.2 Mixing Methods of raising bilingual children 17
5.2.1 What language do the children speak actively at home? 18
5.2.1.1 Reading class 19
5.2.1.2 Oberlin-Kinder-University 20
6 Bilingual Language Acquisition and Children 25
6.1 Natural and Artificial Language Acquisition 25
6.2 Compound and Coordinate Bilinguals 26
6.3 The Role of Age in Language Development 28
6.3.1 Unitary Language System Hypothesis 29
6.3.2 Separate/Independent Development Hypothesis 30
6.4 Sociolingual Influence on Language Acquisition 33
6.4.1 Children in the Linguistic Majority 34
6.4.2 Children of Bilingual Families 34
6.4.3 Social Considerations Regarding the Status of the English Language in Germany 35
6.5 Quantitative and Qualitative Analysis of English Input 37
6.5.1 Reading class 38
6.5.2 Oberlin-Kinder-University 41
7 Code Switching 43
7.1 Which Type of Language Switching can be Differentiated? 43
7.1.1 Interference 43
7.1.2 Borrowing 47
7.1.3 Code mixing 50
7.1.4 Code-Switching 52
7.2 Types of code-switching 52
7.2.1 Which elements can be switched? 52
8 Data analysis 55
8.1 Oberlin-Kinder-University 55
8.1.1 Antonia (1996-1998) 55
8.1.2 Antonia (September 2005) 57
8.1.3...
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