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| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
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20230612194342.0 |
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190206b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0905028112 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
P 115 |
| Item number |
.S382 1983 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Saunders, George |
| Dates associated with a name |
1948- |
| 245 ## - TITLE STATEMENT |
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| Title |
Bilingual Children : |
| Remainder of title |
Guidance for the Family / |
| Statement of responsibility, etc. |
George Saunders. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Clevedon, UK : |
| Name of publisher, distributor, etc. |
Multilingual Matters, |
| Date of publication, distribution, etc. |
1983. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 264 p. : |
| Other physical details |
ill. ; |
| Dimensions |
21 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Multilingual Matters |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Vol. 3 in the Multilingual Matters series. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"In the world today there are many parents who have the opportunity to raise their children in two languages, but who are discouraged or dissuaded from doing so, either because they are uncertain of how to go about it or because of the often conflicting advice they receive from relatives, friends, acquaintances, health workers, teachers, etc. Bilingual Children: Guidance for the Family was written to allay many of the doubts and fears parents might have about raising their children bilingually. By focussing in detail on the experiences of one particular family as well as drawing widely on other relevant research into bilingualism, George Saunders shows that although parents may encounter some difficulties in bringing up their children in two languages, these difficulties are by no means insurmountable, and that it is possible for children to achieve a reasonable and useful level of bilingualism, even when the circumstances are far from ideal. Children's acquisition of bilingualism is shown to be something normal, something positive, which can be a rewarding and enriching experience for both children and their parents. Since the book was written with the general reader in mind, it is composed in a very readable style and has clear, easily understandable explanations of any technical matters. Containing much useful information and practical advice, Bilingual Children: Guidance for the Family should of interest not only to parents contemplating or actually already raising their children bilingually, but also to other people, such as educators, researchers and health workers, indeed to anyone having contact with bilingual families and who would benefit from gaining a clear insight into bilingualism in general and bilingual children in particular." (Book Cover)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Bilingualism<br/> |
| Title |
Introduction<br/> |
| -- |
What is bilingualism?<br/><br/> |
| -- |
Is bilingualism an advantage or disadvantage?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Establishing Bilingualism in the Family<br/> |
| Title |
The Family<br/> |
| -- |
Motives for creating bilingualism<br/> |
| -- |
Infant bilingualism<br/> |
| -- |
Method employed<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Communication in the Family: How it Works<br/> |
| Title |
General remarks<br/> |
| -- |
The children's communications strategies<br/> |
| -- |
The children addressing both parents simultaneously<br/> |
| -- |
The children addressing father plus monolingual(s)<br/> |
| -- |
Brother to brother communication<br/> |
| -- |
Brothers to sister communication<br/> |
| -- |
Private speech<br/> |
| -- |
Communication with animals<br/><br/> |
| -- |
Communication with toys<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Departures from Normal language Choice in the Family<br/> |
| Title |
Introduction<br/> |
| -- |
Role play<br/> |
| -- |
The mother's knowledge of German<br/> |
| -- |
Storytelling by the parents<br/> |
| -- |
Code switching and triggering<br/> |
| -- |
Quotational switching<br/><br/> |
| -- |
Quotational switching in storytelling<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Influences from Outside the Immediate Family<br/> |
| Title |
Attitudes of monolingual English-speakers<br/> |
| -- |
Relatives and friends<br/> |
| -- |
Playmates<br/> |
| -- |
Peer group pressure<br/> |
| -- |
Use of the "wrong" language<br/> |
| -- |
The children and German-English bilinguals<br/> |
| -- |
Kindergarten and school<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Further Possible Problems in Establishing Bilingualism<br/> |
| Title |
Children reluctance to speak the home language<br/> |
| -- |
Effect of the Father's not being a native speaker of German<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Measuring Proficiency in Both Languages<br/> |
| Title |
Introduction<br/> |
| -- |
Receptive vocabulary<br/> |
| -- |
Estimating fluency and accuracy<br/> |
| -- |
Storytelling<br/> |
| -- |
Free speech<br/> |
| -- |
A look at the children's accuracy over time<br/> |
| -- |
Types of errors and reasons for their occurrence<br/> |
| -- |
Syntactic transference<br/> |
| -- |
Semantic transference<br/> |
| -- |
Lexical transference<br/><br/> |
| -- |
Phonological transference<br/><br/> |
| -- |
Communicative competence<br/><br/> |
| -- |
Conclusions about the children's accuracy<br/><br/> |
| -- |
Measuring degree of bilingualism<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Biliteracy <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9 How the Children View Bilingualism<br/> |
| Title |
The children's attitudes to their to languages<br/> |
| -- |
The children and language and languages<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Other Aids to the Development of Bilingualism<br/> |
| Title |
Books<br/> |
| -- |
Records and cassettes<br/> |
| -- |
Radio and television<br/> |
| -- |
Games<br/> |
| -- |
Outings<br/> |
| -- |
Shops, restaurants, etc<br/> |
| -- |
Ethnic schools and playgrounds<br/> |
| -- |
Visits to and from the linguistic homeland<br/> |
| -- |
Correspondence<br/> |
| -- |
Language maintenance for parents<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. Conclusions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Notes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"In the world today there are many parents who have the opportunity to raise their children in two languages, but who are discourages or dissuaded from doing so, either because they are uncertain of how to go about it or because of the often conflicting advice they receive from relatives, friends, acquaintances, health workers, teachers, etc. Bilingual Children: Guidance for the Family was written to allay many of the doubts and fears parents might have about raising their children bilingually. By focusing in detail on the experiences of one particular family as well as drawing widely on other relevant research into bilingualism, George Saunders shows that although parents may encounter some difficulties in bringing up their children in two languages, these difficulties are by no means insurmountable, and that it is possible for children to achieve a reasonable and useful level of bilingualism, even when the circumstances are far from ideal. Children's acquisition of bilingualism is shown to be something normal, something positive, which can be a rewarding and enriching experience for both children and their parents. Since the book was written with the general reader in mind, it is composed in a very readable style and has clear, easily understandable explanations of any technical matters. Containing much useful information and practical advice, Bilingual Children: Guidance for the Family should be of interest not only to parents contemplating or actually already raising their children bilingually, but also to other people, such as educators, researchers and health workers, indeed to anyone having contact with bilingual families and who would benefit from gaining a clear insight into bilingualism in general and bilingual children in particular" (Book cover). |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
1.Bilingualism<br/>Introduction<br/>What is bilingualism?<br/>Is bilingualism an advantage or disadvantage?<br/>2. Establishing Bilingualism in the Family<br/>The Family<br/>Motives for creating bilingualism<br/>Infant bilingualism<br/>Method employed<br/>3. Communication in the Family: How it Works<br/>General remarks<br/>The children's communications strategies<br/>The children addressing both parents simultaneously<br/>The children adressing father plus monolingual(s)<br/>Brother to brother communication<br/>Brothers to sister communication<br/>Private speech<br/>Communication with animals<br/>Communication with toys<br/>4. Departures from Normal language Choice in the Family<br/>Introduction<br/>Role play<br/>The mother's knowledge of German<br/>Storytelling by the parents<br/>Code switching and triggering<br/>Quotational switching<br/>Quotational switching in storytelling<br/>5. Influences from Outside the Immediate Family<br/>Attitudes of monolungual English-speakers<br/>Relatives and friends<br/>Playmates<br/>Peer group pressure<br/>Use of the "wrong" language<br/>The children and Germance English bilinguals<br/>Kindergarten and school<br/>6. Further Possible Problems in Establising Bilingualism<br/>Children reluctance to speak the home language<br/>Effect of the Father's not being a native speaker of German<br/>7. Measuring Proficiency in Both Languages<br/>Introduction<br/>Receptive vocabulary<br/>Estimating fluency and accuracy<br/>Storytelling<br/>Free speech<br/>A look at the children's accuracy over time<br/>Types of errors and reasons for their occurrence<br/>Syntactic transference<br/>Semantic transference<br/>Lexical transference<br/>Phonological transference<br/>communicative competence<br/>Conclusions about the children's accuracy<br/>Measuring degree of bilingualism<br/>8. Biliteracy<br/>9. How the Children View Bilingualism<br/>The children's attitudes to their to languages<br/>The children and language and languages<br/>10. Other Aids to the Development of Bilingualism<br/>Books<br/>Records and cassettes<br/>Radio and television<br/>Games<br/>Outings<br/>Shops, restaurants, etc<br/>Ethnic schools and playgrounds<br/>Visits to and from the linguistic homeland<br/>Correspondence<br/>Language maintenance for parents<br/>11. Conclusions<br/>Notes<br/>References<br/>Index |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Bilingualism |
| Form subdivision |
Second language learners. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Bilingualism |
| Form subdivision |
Family. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Bilingualism |
| Form subdivision |
Storytelling. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language learning |
| Form subdivision |
Proficiency. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991009007969705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991009007969705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
