Children Learning Second Languages 2011th Edition by Annamaria Pinter ISBN 0230203426 9780230203426 by Annamaria Pinter 0230203426, 9780230203426, 0230203418 instant download after payment.

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ISBN 10: 0230203426 
ISBN 13: 9780230203426
Author: Annamaria Pinter

Children Learning Second Languages 2011th Table of contents:

Part I: Foundations and Theories of Child Second Language Acquisition

• Chapter 1: Defining Child Second Language Learning
  • First Language Acquisition (L1) vs. Second Language Acquisition (L2) in Children
  • Simultaneous Bilingualism vs. Sequential Bilingualism
  • Key Terminology: Target Language, Interlanguage, Code-Switching
  • The Importance of Context: Naturalistic vs. Formal Learning Environments
• Chapter 2: Major Theoretical Perspectives
  • Behaviorist Theories: Imitation and Reinforcement (Limitations for L2)
  • Nativist Theories: Universal Grammar and the Language Acquisition Device (LAD)
    • Critical Period Hypothesis (CPH) and its Implications for Child SLA
  • Cognitive Theories: Information Processing, Input Hypothesis, Output Hypothesis
  • Sociocultural Theories: Vygotsky and the Zone of Proximal Development (ZPD)
    • The Role of Interaction and Scaffolding
  • Interactionist Approaches: Input, Interaction, and Noticing
• Chapter 3: Developmental Stages and Processes
  • The "Silent Period": Observation and Comprehension
  • Early Productive Speech: Formulaic Language and Telegraphic Speech
  • The Development of Interlanguage: Systematic Errors as Learning Tools
  • Fossilization and Variability in Child L2 Development
  • Cross-Linguistic Influence (L1 Transfer)

Part II: Factors Influencing Child L2 Development

• Chapter 4: The Role of Age in L2 Learning
  • Revisiting the Critical Period Hypothesis: Evidence and Debate
  • Age of Onset vs. Length of Exposure
  • Cognitive and Affective Advantages/Disadvantages of Age
  • Brain Development and Language Learning
• Chapter 5: Individual Learner Differences
  • Motivation: Integrative vs. Instrumental, Intrinsic vs. Extrinsic
  • Aptitude: Phonemic Coding Ability, Grammatical Sensitivity, Memory
  • Personality and Learning Styles: Risk-Taking, Empathy, Tolerance of Ambiguity
  • Prior Language Experience and Literacy in L1
• Chapter 6: Social and Environmental Factors
  • Quantity and Quality of L2 Input
  • The Role of Peer Interaction and Play
  • Family Language Practices and Support
  • Community Attitudes Towards Bilingualism
  • Socioeconomic Status and Access to Resources

Part III: Linguistic Aspects of Child L2 Acquisition

• Chapter 7: Phonology and Pronunciation
  • Acquisition of L2 Sounds and Phonological Rules
  • The Impact of L1 Phonology: Accent and Transfer
  • Techniques for Promoting Accurate Pronunciation
  • Challenges in Perceiving and Producing New Sounds
• Chapter 8: Morphology and Syntax (Grammar)
  • Development of Grammatical Structures (e.g., verb tenses, plurals, sentence complexity)
  • Sequence of Acquisition for Grammatical Morphemes
  • Overgeneralization and Rule Learning
  • Addressing Grammatical Errors in Child L2 Learners
• Chapter 9: Lexicon and Vocabulary Development
  • Strategies for Vocabulary Acquisition in L2
  • Depth of Vocabulary Knowledge vs. Breadth
  • The Mental Lexicon and Cross-Linguistic Connections
  • Role of Context and Input in Lexical Learning
• Chapter 10: Pragmatics and Communicative Competence
  • Learning Social Language Use: Greetings, Requests, Turn-Taking
  • Cultural Differences in Communication Styles
  • Developing Conversational Skills and Cohesion
  • Understanding Implicature and Indirect Speech Acts

Part IV: Practical Applications and Broader Implications

• Chapter 11: Assessing Child L2 Learners
  • Formative vs. Summative Assessment
  • Diagnostic Tools for Identifying Strengths and Weaknesses
  • Assessing Different Language Skills (Listening, Speaking, Reading, Writing)
  • Challenges of Assessing Bilingual Children
  • Standardized Tests vs. Portfolio Assessment
• Chapter 12: Effective Teaching Methodologies for Children
  • Communicative Language Teaching (CLT)
  • Task-Based Language Teaching (TBLT)
  • Content and Language Integrated Learning (CLIL) / Immersion Education
  • Scaffolding Techniques and Comprehensible Input Strategies
  • Creating a Supportive and Engaging Learning Environment
• Chapter 13: Bilingualism, Cognition, and Identity
  • Cognitive Benefits of Bilingualism (Executive Function, Metalinguistic Awareness)
  • Bilingualism and Creativity
  • Language and Identity Formation in Bilingual Children
  • Addressing Language Loss (Attrition) in L1
• Chapter 14: Challenges and Support for Child L2 Learners
  • Recognizing Language Delays vs. Typical L2 Development
  • Intervention Strategies for Children with Language Difficulties
  • The Role of Parents and Community in Supporting L2 Learning
  • Advocacy for Bilingual Education Programs
• Chapter 15: Policy, Practice, and Future Directions
  • Educational Policies for L2 Learners in Different Countries
  • Curriculum Design and Program Models
  • The Impact of Technology on Child L2 Learning
  • Emerging Research Trends in Child SLA
  • The Future of Multilingual Education

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