Titlebook: Current Research in Bilingualism and Bilingual Education; Piotr Romanowski,Małgorzata Jedynak Book 2018 Springer Nature Switzerland AG 201

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Is There a Relationship Between Language Competences and Metalinguistic Awareness?ual ones, especially in instructed conditions. An important reason of this advantage, mentioned by several researchers, is metalinguistic awareness, which is believed to be better developed in bi-/multilinguals than in monolinguals (e.g. Thomas. J Multiling Multicult Dev 9(3):235–246, 1988; Klein. L

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Two Grammars in the Input: Two Different Strategies to Process the Input. The Usage-Based Perspectivs the extent to which Radical Construction Grammar (Croft. Radical construction grammar. Syntactic theory in typological perspective. OUP, Oxford, 2001) and its central tenet, input frequency, can account for the emergence of grammar in the acquisition of Polish and English, two languages which offe

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Understanding Linguistic Features of Estonian-Latvian Bilingual Speechy Finnic branch of Uralic and Baltic branch of Indo-European). The case is instructive because it demonstrates that there is no significant differences between impact in imposition (L1 Estonian > L2 Latvian) and in adoption (L2 Latvian > L1 Estonian). This is at odds with Thomason and Kaufman (Langu

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Bilingualism with English As a “Second Language” and/or Broad Plurilingual Repertoires: A Swiss Poinixing languages as a threat to the integrity of a language, a betrayal of linguistic loyalty or even as a risk to the development of a child’s personality. In contrast to these prejudices—and from the perspective of a language education policy—it is argued that there are intrinsic cognitive and soci

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Stop the Deficit: Preparing Pre-service Teachers to Work with Bilingual Students in the United Stateoften diminished to their student status of “English Language Learner” (ELL). Not only does this ELL designation assume a one-size-fits-all approach to education for and understanding of bilingual children, but the label itself implores a deficit perspective which neither captures nor values bilingu

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Discursive Techniques in Heritage Language Educationners (e.g. explicit correction, recasting, etc.). The type of strategies and feedback used have traditionally been based on reaching a native speaker standard. However, this poses a problem for heritage language education (HLE), as heritage languages have their own linguistic structures which are sy