A Sociocognitive Model of Bilingual Development
Bibliographic Data
| ID | 2350094 |
|---|---|
| Authors | Josiane F Hamers (Université Laval, corresponding author) |
| Year | 2004 |
| Volume | 23 |
| Issue | 1 |
| Pages | 70-98 |
| Publication date | 2004-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language and Social Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0261-927X • E-ISSN: 1552-6526 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0261927x03261615 |
| OpenAlex | W1988216606 |
| Language | EN |
| Citations received | 7 |
| References cited | 11 |
The present article proposes a theoretical approach to bilingual development that is in line with general guidelines on language behavior. Aswe view bilingual development as a particular case of language development we first present a general approach to language development. We argue that language development is dependent upon a number of prerequisites; this includes socialization processes, the development of the functions for which language will be used, and the existence of language-behavior models in the child's environment. The principal feature of this model is that it attempts to take simultaneously into account a macrological analysis at the societal level, a micrological analysis at the individual level and the interface between both. In accordance with the Bates and MacWhinney approach, we suggest that language develops through a constant formfunction, form-form, and function-function mapping. We apply this approach to bilinguality and analyze a number of case studies of bilingual development
BATES · Cognitive psychology · Cognitive science · Developmental psychology · Language acquisition · Language development · Linguistics · Mathematics education · Socialization · Computer Science · Language Development and Disorders · Mathematics · Multilingual Education and Policy · Psychology · Reading and Literacy Development
A quick, gradient Bilingual Dominance Scale
Effects of academic and non-academic instructional approaches on preschool English language learners’ classroom engagement and English language development
A socio-cognitive approach to code-switching
Strengthening Social Capital through Bilingual Competence in a Transnational Migrant Community
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners
Bilingualism in minority settings in Canada
Barreras y estrategias del alumnado inmigrante en su experiencia escolar
| Citations per year | 0.37 |
|---|---|
| Citation span | 2007 - 2025 (19) |
| Highly cited | No |