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Norbert Francis
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Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0011
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0012
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0013
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0014
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0015
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0016
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0017
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0018
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0019
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0020
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0021
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/9780262016391.001.0001
EISBN: 9780262298384
A study of first and second language development in an indigenous community with implications for broader linguistic and cognitive issues. When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In particular, he explores problems of language ability when children use two languages for tasks related to schooling, especially in learning how to read and write. He considers both broader research issues and findings from an ongoing investigation of child bilingualism in an indigenous language–speaking community in Mexico. This special sociolinguistic context allows for a unique perspective on some of the central themes of bilingualism research today, including the distinction between competence and proficiency, modularity, and the Poverty of Stimulus problem. Francis proposes that competence (knowledge) should be considered as an integral component of proficiency (ability) rather than something separate and apart, arguing that this approach allows for a more inclusive assessment of research findings from diverse fields of study. The bilingual indigenous language project illustrates how the concepts of modularity and the competence-proficiency distinction in particular might be applied to problems of language learning and literacy. Few investigations of indigenous language and culture approach bilingual research problems from a cognitive science perspective. By suggesting connections to broader cognitive and linguistic issues, Francis points the way to further research along these lines.
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0001
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0002
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0003
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0004
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0005
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0006
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0007
EISBN: 9780262298384
Publisher: The MIT Press
Published: 18 November 2011
DOI: 10.7551/mitpress/8630.003.0008
EISBN: 9780262298384