By Peter Auer, Li Wei
This quantity is an up to date, concise advent to bilingualism and multilingualism in faculties, within the place of work, and in foreign associations in a globalized global. The authors use a problem-solving technique and ask vast questions on bilingualism and multilingualism in society, together with the query of language acquisition as opposed to upkeep of bilingualism. Key positive aspects: - presents a cutting-edge description of alternative parts within the context of multilingualism and multilingual communique - provides a serious appraisal of the relevance of the sphere, - deals suggestions of daily language-related difficulties - overseas guide with contributions from popular specialists within the box
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Additional info for Handbook of Multilingualism and Multilingual Communication (Handbooks of Applied Linguistics, Volume 5)
This increases experiences with the L2, and results in a shift in preference and superior proficiency from L1 to L2. Dominant language shift then becomes another factor causing increased experience with the L2 and host culture. , how many generations were born in the host culture (Hakuta and D’Andrea 1992; Hakuta and Pease-Alvarez 1994). Early bilingual and multilingual acquisition 33 Although more studied in the context of sequential bilingualism, simultaneous bilinguals and multilinguals may also experience loss of a minority language.
Nevertheless, the monolingual ideology remains dominant in many spheres of society and public life. Many people, including some of those who are themselves bilingual and multilingual, still have misconceived ideas about multilingualism. They fail to see how monolingualism as an ideology is creating restrictions, barriers, and conflicts for us all. Instead, they blame multilingualism for the world’s problems. There is clearly a great deal more to be done, not only in researching the fundamentals of multilingualism but also in transferring the knowledge of multilingualism to wider society.
Furthermore, the research issues and questions surrounding dual and multiple language acquisition are often different depending on the kind of child bilingual/multilingual. Genesee et al. (2004) present a categorization of dual language children based on two intersecting variables: simultaneous or sequential exposure to two languages, and the minority or majority status of those two languages. Simultaneous bilingual children are those whose dual language learning experiences began at birth or at least before the age of 3;0 (de Houwer 1995; McLaughlin 1978).
Handbook of Multilingualism and Multilingual Communication (Handbooks of Applied Linguistics, Volume 5) by Peter Auer, Li Wei