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Contents
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Contents Preface ix Acknowledgments xiii Abbreviations xv 1 Introduction: The Problem of Language Acquisition When There Are Two 1 1.1 Bilingual Proficiency and Bilingual Competence 3 1.2 Knowledge That Outstrips Experience 10 1.3 Modularity 11 1.4 A Study of Indigenous-Language Bilingualism in Mexico 16 1.5 Looking Ahead: Overview of the Chapters 20 2 Bilingualism in School 25 2.1 When Second Language Learning Is Not Optional 27 2.2 Bilingualism, Diglossia, and Literacy 29 2.3 A Componential Approach to Language Ability Solves a Practical Problem in Second Language Learning 33 2.4 New Democracy in South Africa: The Challenge of a Multilingual Language Policy 35 2.5 A Possible Counterexample from North Africa 38 2.6 Program Design Based on a Concept from Sociolinguistics 44 3 The Debate on the Nature of Bilingual Proficiency: Distinguishing between Different Kinds of Language Ability 49 3.1 First Language and Second Language in Literacy Learning 51 3.2 Concepts of Bilingual Proficiency: Background to the Debate 53 3.3 A Proposed Modification of Cummins’s Model 56 3.4 Literacy Learning at the San Isidro Bilingual School: A Follow-Up Study 61 3.5 Comparing Results from Both Languages 63 vi Contents 3.6 Using the New Model to Describe Different Kinds of Interdependence 68 3.7 Components and Connections 76 4 Componential Approaches to the Study of Language Proficiency 79 4.1 Vygotsky and Luria: The Concept of “Inner Speech” 81 4.2 Metacognition: Language at the Service of Higher-Order Thinking 85 4.3 Compartmentalization of the Bilingual Mind 88 4.4 Bilingualism as a Showcase for the Internal Diversity of Language Proficiency 94 4.5 Advancing the Research Program on Bilingualism: The Need for Clarity and Reflection 101 5 Research on the Components of Bilingual Proficiency 107 5.1 Maximum Imbalance in Bilingualism 109 5.2 Separation of the Linguistic Subsystems 115 5.3 How Bilingual Speech Constitutes Evidence of Language Separation 118 5.4 Contradictions of an Integrativist Approach 124 5.5 A Bilingual Version of the Tripartite Parallel Architecture 125 5.6 More Opportunities for Research on Uneven Development 132 6 The Critical Period, Access to Universal Grammar in First and Second Language, and Language Attrition 141 6.1 Overview of the Chapter 142 6.2 The Concept of Language Attrition 144 6.3 What the Research Says about First Language Attrition 146 6.4 The Critical Period Hypothesis 151 6.5 Is Second Language Competence Universal Grammar– Constrained? 159 6.6 Acquisition and Learning in the Second Language 166 6.7 A Wider Discussion: Applying Concepts to New Research 171 7 An Analysis of Academic Language Proficiency 177 7.1 Secondary Discourse Ability + Metalinguistic Awareness 179 7.2 The Development of Narrativization and Levels of Narrative Ability 183 7.3 Language Development—Grammar 187 7.4 Access to Shared Academic Proficiencies in Biliteracy 192 7.5 Linking Secondary Discourse Ability and Metalinguistic Awareness at the Discourse, Sentence, and Word Levels 197 [3.138.138.144] Project MUSE (2024-04-17 21:46 GMT) Contents vii 8 Metalinguistic Awareness, Bilingualism, and Writing 203 8.1 Metalinguistic Development and Bilingualism 204 8.2 Metalinguistic Awareness in Literacy and Second Language Learning 206 8.3 A Study of Children’s Perceptions of Focus on Form 207 8.4 Children’s Development of a Reflective Posture toward Writing: Results from Spanish 210 8.5 Metalinguistic Awareness as a Component of Literacy Ability—Writing in Particular 213 8.6 Possible Implications for Teaching Writing Skills 217 8.7 Children’s Development of a Reflective Posture toward Writing: Results from Nahuatl 218 8.8 The Revision/Correction Assessment in Nahuatl 220 8.9 A Comparison of Performance between the Languages 222 8.10 Internal Resources and External Factors 223 8.11 Applying Different Kinds of Knowledge in Literacy Development 227 9 Metalinguistic Awareness, Bilingualism, and Reading 231 9.1 Modular Approaches to the Study of Reading 232 9.2 A Study of Focus on Form in Reading 234 9.3 The Development of a Reflective Posture toward Reading Comprehension 237 9.4 One Way in Which Children Learn to Use Context Strategically 240 9.5 Future Research on Literacy Learning, Metalinguistic Awareness, and Bilingualism 244 9.6 Does the Use of Context Contradict Modularity in Reading? 247 10 Conclusion: Results and Prospects 253 10.1 Parts to Whole: What’s Natural and What...