Language Acquisition of a Bilingual Child: A Sociolinguistic by Unknown

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Extra resources for Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective (to Age Ten)

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Both will be discussed in detail in the sections which follow.  Such factors are specially significant in a bilingual study since they determine not only the type of bilingual — whether co­ordinate or compound — but they also influence his degree of control, fluency, interference and switching. " To understand Mario's linguistic abilities and the underlying factors affecting their use, then, it is imperative that the patterns of contact and exposure to English and Spanish be examined.  This basic exposure pattern prevailed until the child entered school, and varied only when there were visitors in the home, when the child was taken to public places, or when the family spent occasional sojourns in other areas.

She was educated entirely in Spanish, and had also formally studied French and English, although she had not learned to speak either very well at school.  degree from a Vermont institution in 1977.  She liked Italian and enjoyed speaking it with her husband, in contrast to her feeling about English.  Finally, she was a writer and journalist, which reinforced her feelings for the richness of her own language.  Knowledge of Italian, however, was never completely "lost" although his ability to converse decreased temporarily.

See also A Guide to Family Reading in Two Languages: The Preschool Years (Andersson, 1977).  Eldridge, Assistant Superintendent, Windham Southeast Supervisory Union, Kindergarten Registration Program, Brattleboro, Vermont, Spring 1973.  Paraphrased from a verbal report made by Mario's teacher, Mrs Mary Carnahan, Kindergarten Teacher, East Dummerston School, Dummerston, Vermont, November 10, 1973.  Paraphrased from a verbal report made by Ms Elizabeth Thompson, Ridgetop Elementary School, Austin, Texas, March 9, 1974.

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