Bilingualism: An Advanced Resource Book (Routledge Applied by Ng Bee Chin & Gillian Wigglesworth

By Ng Bee Chin & Gillian Wigglesworth

Bilingualism: introduces scholars to key concerns and subject matters that come with bilingual improvement and schooling; and the mixing of social and cognitive views makes use of projects and examples to equip the reader with the mandatory abilities and insights to evaluate and interpret examine drawn from bilingual populations accommodates case stories drawn from a variety of international locations corresponding to the USA, South Africa, the Netherlands, Morocco, and the People's Republic of China gathers jointly influential readings from key names within the self-discipline, together with: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok. Written through skilled lecturers and researchers within the box, Bilingualism is an essential textbook for college students and researchers of utilized Linguistics. The accompanying site to this e-book are available at http://www.routledge.com/textbooks/9780415343879.

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Additional resources for Bilingualism: An Advanced Resource Book (Routledge Applied Linguistics) New Edition by Chin, Ng Bee, Wigglesworth, Gillian published by Routledge (2007)

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Most importantly, it helps us avoid drawing erroneous conclusions that have been based on mistaken premises. The descriptors will help us develop profiles of individual bilinguals as well as the bilingual communities we work in, and this is the critical first step in any bilingualism research. In subsequent units we will return repeatedly to the issues raised in this unit. These descriptors not only help us understand the phenomenon of bilingualism, but are also at the core of studies of bilingualism.

This is because we tend to accept native speakers as proficient speakers of the language even though, as native speakers, they may have greater or lesser vocabularies, and may each have slightly different grammars (Davies 1991b; see also Unit A1). Certainly not all native speakers speak identically, but when we talk about native speakers we tend to think about an idealized native speaker who demonstrates full competence in the language. In the discussion below, then, we focus on what we need to measure when we think about measuring the second-language proficiency of those people who, largely through choice, elect to learn another language.

Not everyone comes to bilingualism by the same route, and, as we will see, this has implications for both the kinds of measures we use and how we think about language knowledge. The first group we will consider are those people who for some reason choose to learn another language and thus move towards bilingualism. We will examine the kinds of testing instruments that are used for this group and this will introduce a number of concepts which are central to the understanding of the measurement of language.

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