Language Development in Simultaneous Bilingual Children
Language Development in Simultaneous Bilingual Children
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同时双语儿童的语言发展
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Natascha Müller
中科院分区：
文献类型：
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作者：
Natascha Müller
虽然欧洲联盟正式支持使用多种语文，但现实情况是，教师和其他从事教学工作的人对使用多种语文怀有根深蒂固的偏见。他们没有认识到语码转换是双语者的正常行为;假设每一个双语者都必须有一种主导语言;并担心许多儿童可能是半语言的，无法使用他们的任何一种语言。本章根据双语第一语言习得研究（儿童从出生起就接触两种语言）的数据回顾了这些问题，重点关注罗曼语与德语的结合。1
While the European Union officially favours multilingualism, the reality is that teachers and other pedagogically engaged people harbour deep-seated prejudices against multilingualism. They fail to recognize code-switching as normal behaviour for a bilingual; assume that every bilingual must have a dominant language; and worry that many children may be semilingual, unable to function in either of their languages. This chapter reviews these issues in light of data from a study of bilingual first language acquisition (in which children are exposed to two languages from birth) with a focus on Romance languages in combination with German.1