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Subject Index Cambridge University Press 0521640490 - Bilinguality and Bilingualism, Second Edition Josiane F. Hamers and Michel H. A. Blanc Index More information Subject index : An asterisk indicates that the term is defined in the Glossary Aborigines low of West Indian children 349 Australian 214, 327 minority group children 43—4, 321, circumpolar 284 353—4 abstract sentences 188 minority group children in L 341—2, abstract words 178, 186 345—8 academic achievement see achievement underachievement of African-American accent children 351 change of as distinctiveness 12 acoustic decoding 68 content and message 227—8 acoustic recognition abilities, in infants evaluation studies 214, 224—5 52—3 foreign 66, 68, 224, 225—8 acquisition in late L learning 66, 68 characteristics of L 66 regional 224, 226 conditions of 21 social or ethnic 214, 224 early L 65—6 as a social marker 115, 226 mechanisms different for bilinguals and standard and non-standard 224 monolinguals 66—72 access 173—82 theories of language 16—20 time for rare and common words see also age of acquisition; context of 188 acquisition; mode of acquisition to representations 184—6 acrolect* 306, 367 accommodation adaptation and adaptation 16 and accommodation 16 linguistic see communication/speech cultural 204—7 accommodation of speech see speech accommodation psychological 248—9 additive bilinguality* 26, 29, 35, 131, 214, socialisation through 300—1 287, 356, 357, 367, 368 acculturation* 26, 30, 46, 204—7, 210, 267, development of 99—100, 106—7, 109, 221, 280, 345, 367 330, 354 attrition and degree of 77—8 as mode of acculturation 219 bilingual competence and identity additivity-subtractivity theory 99—100, 217—20 106—7 Fig. 4.2; 108—9, 356 cultural 277 Adelaide 290—1 and language choice 219 adolescent bilinguality* 26, 28, 65, 67, 368 modes of 206, 219, 277—8 and cerebral strategies 152 structural 277 and coordinate-compound bilinguality achievement 166 bilingual education and 347 and fluency 217—18 foreign-language 229, 231 adult bilinguality* 26, 28, 65, 67, 135, 368 immersion programs and 334—5 and coordinate-compound bilinguality L and cognitive style 237—9 166 433 © Cambridge University Press www.cambridge.org Cambridge University Press 0521640490 - Bilinguality and Bilingualism, Second Edition Josiane F. Hamers and Michel H. A. Blanc Index More information 434 Subject index adult bilinguality* (cont.) anxiety 42, 195, 212, 232, 238 and cultural adaptation 205 apartheid 206, 214, 278, 279 and cultural identity 218 aphasia 140, 196 affect, use by bilinguals of languages to bilingual sign 156—7 express 195 in bilinguals see polyglot aphasia affective correlates of bilinguality, crossed 140 measurement of 42—3 differential 141—6 affective dimension of language post-traumatic 78 development 18—19, 121 appositional language 155 affective variables, in L acquisition aptitude 229—37 foreign-language and achievement 229, Africa 31, 88, 200, 274, 315, 320, 321, 324 358 Central 29, 31 language, defined 229 East 29, 31, 47, 291 tests in L2 228—9 North 279 Arabic 104, 146, 210, 216, 217, 247—8, 279, West 29, 45, 97, 291, 298, 303, 306 308 African Americans 208, 350 Classical and Colloquial 294 Afro-Caribbeans British Blacks 281—2 Koranic 308 age, critical/optimal/sensitive* 70—1, 72, Arabic-Dutch 264 74—6, 79, 370 Arabic-English 171—2 age of acquisition 25, 26, 28—9, 65—6, 67, Arabic-French 14—16, 263 68—9, 70—2, 197 Arabs 215 and brain damage 75 arbitrariness of the linguistic sign, and cerebral strategies 151—3, 158—9, awareness of 68, 94 160 Armenian 308 and compound-coordinate dimension Armenian Americans 211 164, 166 artefacts, cultural 199 and interdependence hypothesis 181—2 articulated bilinguality see gestural and onset of laterality 151, 158—9, 160 bilinguality of signed languages 72—4 Arvanitika 277 agrammatism 157, 363n Asia 31, 88, 200, 274 Albanians 215, 277 Asians 218, 228—9, 288 Aleut 284 see American Sign Language alexia 144 assessment tests 334, 342 Algeria 46 assimilation* 210, 219, 277—8, 289, 296, 300, alloglot* 274, 367 329, 367 allophone see alloglot and bilingual education 345, 353, 354 Alsace 298 and deculturation 205—6 alternation see code alternation fear of 206, 234—5, 236—7, 367 Alzheimer dementia 78—9 measures of 46 amalgamation 69 policies 279, 284 ambiguous words, cross-language 39, 179, association techniques 165—6 182 atlases, linguistic 47 American Sign Language ()72—4, 157 attitude questionnaire 222—3 amplification systems 199 attitudes 13, 71, 221, 222—8, 289, 292 analysis-control approach 19, 117—18, 257 and intergroup behaviour 218 ancestral language, revival of 280—1 measurement of 42, 48, 222—3 Anglo-American 226—7, 343—4 models of development of ethnic 208—9 Anglo-Australian 283, 350 parental 210, 216—17 Anglo-Canadian 209, 214, 215, 221, 223, person vs group-centred 242 233, 244, 254, 283, 285, 335—6 solidarity vs. status 242 Anglo-Celt 241 to L learning 229—37, 358 Anglo-Que´be´cois 332 to language variety 207 animacy 69, 181 attribute-tagging model of processing anomie* 206, 212, 213, 239, 367 177—8 © Cambridge University Press www.cambridge.org Cambridge University Press 0521640490 - Bilinguality and Bilingualism, Second Edition Josiane F. Hamers and Michel H. A. Blanc Index More information 435Subjectindex attrition 278, 301—3 basilect* 306, 314, 367 after immersion programs 337 Basque 276, 308, 324, 326 age-related 78—9 Bassa 37 and bilinguality 76—9, 132 Bazaar Malay 293 childhood bilinguality 181 behaviour and code-mixing 77 general interactional model of human 3, disease-related 78—9 9—10 environmental 76, 77—8, 132 reification of 3 ethnolinguistic minority children and L reported and actual 47, 48 76, 132 universals of 2—3 and the functional model 12, 13, 22—3 see also gestural behaviour; language intergenerational 77 behaviour; non-verbal behaviour; intragenerational 301 paralingual behaviour lexical 77 Beijing 312 linguistic features characteristic of 302 Belgian Dutch, Standard 295 old-age 76, 77, 78, 79 Belgian French, Standard 295 pathological 76, 78—9 Belgium 31, 46, 200, 203, 246, 274, 276, primary 77 281, 296, 320 second language 76 belief system 123, 207, 285—6 and shift, cascade model 301 Beliefs about Questionnaire () stages in L 78 286 Australia 77, 200, 203, 224, 241, 246, 256, Belize 48 284, 290, 302, 324, 327 Benin 29, 97, 104, 204, 320 Australian accent 214 Berber 279 Austria 22—3, 299 Bergen 331 authoritarianism 215 bicultural bilinguality* 26, 30, 367 automaticity 76, 159, 188 characteristics of balanced 221 auxiliary language* 372—3 bicultural identity 205, 213, 218 avoidance strategies 257 biculturalism* 30, 367 awareness bidialectal education 348—50, 352—3, 354 critical language 320 bidialectalism* 348—9, 367 development of bilingual 60—1 bilateralisation of bilinguals 148—9, 160 early bilingual 53—4, 62, 68 bilingual* 6, 67, 367 ethnic 208, 316 characteristics of the 7, 92 linguistic 85 cognitive advantage 42, 88—92, 94, 101, and speech accommodation 249 109 comparing neuropsychological babbling 54 functioning with monolinguals 139, canonical 54 149—51 baby talk* 53—4, 242, 367 cultural identity of 220—2 ‘secondary’ 247 differences from monolingual 82, 135, backward transfer 69, 193 158 Bahasa Indonesia 315 information processing in 128, 162—97 Bahasa Malaysia 293, 313, 315 language-specific cerebral organisation balance 39 150—1 balanced bilinguality* 26, 27, 34—5, 37, 88, neuropsychological development of 103, 226, 239, 357, 368 139—56 and asymmetrical storage models non-verbal behaviour 193—6 189—93 personality 195—6 intrasentential code-switching in 263, verbal abilities 92 267 bilingual development* 52—65, 79, 370 role of degree in memory 172—3 and cognitive development 42, 221—2 Bangladeshis 327 delay hypothesis 54, 57—8 base language 270 grammatical 56—8 criteria for determining the 260, 265 lexical 54—6 © Cambridge University Press www.cambridge.org Cambridge University Press 0521640490 - Bilinguality and Bilingualism, Second Edition Josiane F. Hamers and Michel H. A. Blanc Index More information 436 Subject index bilingual development* (cont.) cognitive consequences of 42, 85—100, and models of L acquisition 236 101, 109 negative consequences of 86—7 and cognitive development 84—5, 356 pre-school factors 105, 329 as a cultural trait 214—17 role of context and interaction in 62—5, definitions 33—4 356 development of 123—33 scenarios 329—30 dimensions of 25—32 social and cognitive aspects 109—34 and ethnolinguistic identity 209—22 social psychological model of 123—33, functional 333, 340, 354 222 and literacy 104—6 stages in 54—8, 84 measurement of 33—43 bilingual education* 99, 134, 208, 318—54, negative consequences of 92—3 359, 368 ontogenesis of 50—81 community 350—1 perceptions and attitudes 222—8 definitions and typologies 321—3 relationship with intelligence 86, 87—8, European models 331 108 factors conditioning 323—30 social foundations of 110—34 and form-function mapping 351—2 and social networks 101—4 intergroup power relations 328—9 social psychological aspects of 241—72 involving dialects and creoles 348—50 social and psychological foundations of language distance effect 346—7 110—34 social historical and ideological factors socio-cognitive interactional model of 323—8 125—8, 133 social psychological factors 329—30 types types of 330—1 case studies 128—33 use of term 321 and cognitive outcomes 95—6 Fig. 4.1 Bilingual Education Act (US) (1968) 325 biographies, language 40, 50—2, 65, 86, 87, bilingual education programs 330—51 360 categories of 322 Birmingham 265 for children of dominant groups 331—40
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