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Raising Bilingual-Biliterate Children in Monolingual Cultures / Stephen J Caldas.

By: Contributor(s): Material type: TextTextSeries: Bilingual Education & BilingualismPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2006]Copyright date: ©2006Description: 1 online resource (248 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781853598760
  • 9781853598777
Subject(s): DDC classification:
  • 306.44/6 22
LOC classification:
  • P118.2 .C35 2006
  • P118.2 .C35 2006eb
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- List of Tables and Figures -- Acknowledgements -- Preface -- 1. Introduction and Focus of the Book -- 2. Bilingualism in America -- 3. Methodology: Taking the Measure of the Project -- 4. Bilingual Antecedents -- 5. Home and Community -- 6. The School -- 7. Reading, Media, Hobbies and Games -- 8. The Psychology of Pre- and Early Adolescent Bilingualism -- 9. The Psychology of Middle Adolescent Bilingualism -- 10. Emerging Bilinguistic Identities -- 11. Taking the Measure of Bilingualism -- 12. Lessons Learned, Broader Implications and Guidelines for Parents -- Bibliography -- Appendices -- Index
Summary: This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children’s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children’s mother). We reared our three children in two different cultures— essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children’s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781853598777

Frontmatter -- Contents -- List of Tables and Figures -- Acknowledgements -- Preface -- 1. Introduction and Focus of the Book -- 2. Bilingualism in America -- 3. Methodology: Taking the Measure of the Project -- 4. Bilingual Antecedents -- 5. Home and Community -- 6. The School -- 7. Reading, Media, Hobbies and Games -- 8. The Psychology of Pre- and Early Adolescent Bilingualism -- 9. The Psychology of Middle Adolescent Bilingualism -- 10. Emerging Bilinguistic Identities -- 11. Taking the Measure of Bilingualism -- 12. Lessons Learned, Broader Implications and Guidelines for Parents -- Bibliography -- Appendices -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children’s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children’s mother). We reared our three children in two different cultures— essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children’s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)