In grade school, no one would have ever guessed I'd grow up to become a linguist-- I was the kid who got Cs in French and couldn't produce a trill to save my life! I went to university majoring in civil engineering-- relieved that there was no language requirement for that major. But I ended up switching to geophysics, thinking that it would be less restrictive than engineering, and that it would allow me to spend more time in the mountains (which turned out to be wishful thinking)...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
What children know about communication:
A language biographical approach of the heterogeneity of plurilingual groups
What do children know about communication? In the increasingly globalized
world we live in, nowadays children more often come into contact with
multiple languages at different ages and in variable contexts.
Consequently, they may at times be required to communicate in situations in
which they lack sufficient understanding of the language used. In
international schools, these exolingual situations of communication are the
order of the day. Knowing about communication, that is, being aware of the
interaction, of the potential obstacles and of different strategies to
overcome them, is essential to bring exolingual situations of communication
to a successful end. Are there features of language acquisition that affect
the development of this facet of metacognitive awareness? In this thesis a
specific aspect of early plurilingualism is examined in detail. Reactions
of children who learned a new language at an age and in a context in which
they were able to be conscious about their learning are compared to those
of children who learned a new language in a less conscious way, from birth
onwards. Results demonstrate that a conscious language learning experience
is a relevant factor in the development of this aspect of metacognitive
awareness in children.