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By George Saunders

The writer goals to allay doubts and fears about the elevating of bilingual childrens by way of drawing on quite a lot of learn in addition to case reports. The textual content, that is suited for the overall reader, stresses that bilingualism is either general and confident.

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Additional resources for Bilingual Children: From Birth to Teens

Example text

Wendy learnt French for Page 27 four years and did moderately well at it, but she did not like the subject particularly, finding the pronunciation of the language strange and difficult.  Since completing my doctorate I have taught languages at a high school, institutes of higher education and a university.  She took care to learn carefully the medical terminology she thought she would need in a German hospital.  Whilst this experience was initially rather nerve­racking and stressful, it did bring about a dramatic improvement in her comprehension of and fluency in German.

6% with a German father speak German. Moreover, such mixed marriages are by no means unusual in Australia: for the period 1969­1973, for instance, 38% of males and 24% of females from twelve different groups of immigrants born in non­English­speaking countries married Australian­born persons (Price, 1977:345). Fourthly, I was also interested in the problems faced by parents who, by choice or necessity, use a language which is not their native language to communicate with their children, a situation also by no means unusual in immigrant Page 31 families in Australia where English has in many cases become the language of the family.

In Jim Cummins's (1978) study was not significantly better than that of monolinguals.  However, it would seem that this threshold is well within reach: the children in the studies just mentioned who were, according to fairly lenient assessment criteria, considered balanced bilinguals, had clearly reached this hypothesized threshold level of competence.  The bilingual children were better at generating hypotheses than the monolinguals.  And since bilingual children are usually tested on their knowledge of vocabulary in only one language, or if in both, in each language separately, it is possible that they will perform less well than similarly aged monolingual speakers of either of their languages.

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