This book is a collection of papers that explore the ways in which bilingual children cope with two language systems. The papers address issues in linguistics, psychology and education, that bear on the abilities that bilingual children use to understand language, to perform highly specialized operations with language, and to function in school settings. All of the papers provide detailed analysis about how specific problems are solved, how bilingualism influences those solutions, and how the social context affects the process. Finally, the implications of these findings for policy setting and the development of bilingual education programs are explored. This will be an important and useful volume at the forefront of current research in an area which is exciting increased interest among linguists and cognitive scientists.
Review:
"...offers some new insights and provides a good overview of current theorizing in the field." Language"...an excellent source for researchers, teacher trainers, psychologists, and linguists. Even though this is an edited book, the themes set forth by Bialystok provide a common thread adding to the coherence of the book."
Contemporary Psychology
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