MARC Record from marc_columbia

LEADER: 06000cam a2200805Ia 4500
001 4241090
005 20210226092330.0
006 m o d
007 cr cn|||||||||
008 021210s2001 enk ob 001 0 eng d
019 $a50758950$a56780542$a252510363$a559163737$a613336582$a646907634$a704114139$a722778285$a756843375$a814393161$a819634093$a824548144$a888470892
020 $a9780511605963$q(electronic bk.)
020 $a051160596X$q(electronic bk.)
020 $a0511012373$q(electronic bk.)
020 $a9780511012372$q(electronic bk.)
020 $a051103590X$q(electronic bk. ;$qAdobe Reader)
020 $a9780511035906$q(electronic bk. ;$qAdobe Reader)
020 $a0511173652$q(electronic bk.)
020 $a9780511173653$q(electronic bk.)
020 $a9780521632317$q(hbk.)
020 $a0521632315$q(hbk.)
020 $a9780521635073$q(pbk.)
020 $a0521635071$q(pbk.)
020 $a1280432233
020 $a9781280432231
020 $z0521635071$q(pbk.)
035 $a(OCoLC)ocm51202836
035 $a(NNC)4241090
035 $a(OCoLC)51202836$z(OCoLC)50758950$z(OCoLC)56780542$z(OCoLC)252510363$z(OCoLC)559163737$z(OCoLC)613336582$z(OCoLC)646907634$z(OCoLC)704114139$z(OCoLC)722778285$z(OCoLC)756843375$z(OCoLC)814393161$z(OCoLC)819634093$z(OCoLC)824548144$z(OCoLC)888470892
035 $a4241090
037 $aEBL157015$beBook Library$nhttp://www.eblib.com
040 $aN$T$beng$epn$cN$T$dYDXCP$dOCLCQ$dFTU$dTUU$dOCLCQ$dTNF$dOCLCQ$dVVN$dEBLCP$dMT4IT$dMERUC$dCCO$dE7B$dAZK$dW2U$dIDEBK$dOCLCQ$dZCU$dOCLCF$dCOO$dOCLCQ$dDKDLA$dOCLCQ$dNLGGC$dOCLCQ
050 4 $aP115.2$b.B5 2001eb
055 11 $aP115.2
072 7 $aLAN$x009040$2bisacsh
072 7 $aJCD$2bicssc
082 04 $a401/.93$221
100 1 $aBialystok, Ellen.$0http://id.loc.gov/authorities/names/n83061122
245 10 $aBilingualism in development :$blanguage, literacy, and cognition /$cEllen Bialystok.
260 $aCambridge, UK ;$aNew York :$bCambridge University Press,$c2001.
300 $a1 online resource (xii, 288 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references (pages 249-279) and index.
505 0 $aFaces of bilingualism. Experiencing bilingualism. Who is bilingual? Methodological complications. Where the research looks. Proficiency; or, when is enough enough? -- Starting with one language. Landmarks of language acquisition. Approaches to language acquisition. Out of the dichotomy -- And adding another. Mastering the system. When it can be learned. Learning two languages -- Language in the mind. In search of representations. Adults and the problem of concepts. Children, language, and thought. Representing two languages -- Thinking about language. Defining "metalinguistic". Metalinguistic: the process. Is it better with two languages? Interpreting the research -- Link to literacy. First steps. Early reading. Fluent reading. The difference in reading -- Beyond language. Bilinguals and intelligence. Languages and cognition. Groundwork for interactions. The style of cognition. The symbol basis of quantity. Concepts and creativity. Piecing it together -- The extent of the bilingual mind. A matter of class. Time, timing, and timeliness. Educating children. Who am I?. Lessons for cognition. Finally.
588 0 $aPrint version record.
520 $aBilingualism in Development is an examination of the language and cognitive development of bilingual children focusing primarily on the preschool years. It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children's development and assesses the role that bilingualism has in each. The areas covered include language acquisition, metalinguistic ability, literacy skill, and problem-solving ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children's ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. This conclusion is used as the basis for examining a set of related issues regarding the education and social circumstances of bilingual children.
650 0 $aBilingualism in children.$0http://id.loc.gov/authorities/subjects/sh85014032
650 0 $aLanguage acquisition.$0http://id.loc.gov/authorities/subjects/sh85074511
650 0 $aLanguage awareness in children.$0http://id.loc.gov/authorities/subjects/sh85074556
650 0 $aCognition in children.$0http://id.loc.gov/authorities/subjects/sh85027749
650 6 $aBilinguisme chez l'enfant.
650 6 $aLangage$xAcquisition.
650 6 $aConscience linguistique chez l'enfant.
650 6 $aCognition chez l'enfant.
650 7 $aLANGUAGE ARTS & DISCIPLINES$xLinguistics$xPsycholinguistics.$2bisacsh
650 7 $aBilingualism in children.$2fast$0(OCoLC)fst00831759
650 7 $aCognition in children.$2fast$0(OCoLC)fst00866501
650 7 $aLanguage acquisition.$2fast$0(OCoLC)fst00992119
650 7 $aLanguage awareness in children.$2fast$0(OCoLC)fst00992360
650 17 $aTweetaligheid.$2gtt
650 17 $aTaalverwerving.$2gtt
650 17 $aCognitieve ontwikkeling.$2gtt
650 17 $aKinderen.$2gtt
650 17 $aTaalvaardigheid.$2gtt
655 4 $aElectronic books.
776 08 $iPrint version:$aBialystok, Ellen.$tBilingualism in development.$dCambridge, UK ; New York : Cambridge University Press, 2001$z0521632315$w(DLC) 00045520$w(OCoLC)44969649
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4241090$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS