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3563506Bilingual Development in Childhoodhttps://www.gandhi.com.mx/bilingual-development-in-childhood-9781108853835/phttps://gandhi.vtexassets.com/arquivos/ids/3014612/844903fc-13e2-47be-9fce-52df69a7f651.jpg?v=638384763004530000https://gandhi.vtexassets.com/arquivos/ids/3013315/844903fc-13e2-47be-9fce-52df69a7f651.jpg?v=638384761258800000387472MXNCambridge University PressInStock/Ebooks/<p>In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual childrens language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Childrens and families harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.</p>...3499561Bilingual Development in Childhood387472https://www.gandhi.com.mx/bilingual-development-in-childhood-9781108853835/phttps://gandhi.vtexassets.com/arquivos/ids/3014612/844903fc-13e2-47be-9fce-52df69a7f651.jpg?v=638384763004530000https://gandhi.vtexassets.com/arquivos/ids/3013315/844903fc-13e2-47be-9fce-52df69a7f651.jpg?v=638384761258800000InStockMXN99999DIEbook20219781108853835_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_<p>In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual childrens language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Childrens and families harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.</p>(*_*)9781108853835_<p>In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual childrens language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Childrens and families harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.</p>...9781108853835_Cambridge University Presslibro_electonico_fa8ccdbc-713a-3309-9901-38a11e68ed31_9781108853835;9781108853835_9781108853835Annick DeInglésMéxicohttps://getbook.kobo.com/koboid-prod-public/cambridgeupress-epub-5a2a6667-da84-47f2-a93b-faf5272a621e.epub2021-05-13T00:00:00+00:00Cambridge University Press