<div><div></div><div><br/></div><div><font style="color:#333333"><i>Sent from my Verizon Wireless 4G LTE DROID</i></font></div></div><br><br>-------- Original Message --------<br>Subject: [BILING] New book:  Elena Nicoladis  and Simona Montanari (eds.), Bilingualism Across the Lifespan: Factors Moderating Language Proficiency (APA)<br>From: BILING Announcement <bilingannouncement@gmail.com><br>To: BILING@LISTSERV.UMD.EDU<br>CC: <br><br><div class=WordSection1><p class=MsoNormal><i>Bilingualism Across the Lifespan: Factors Moderating Language Proficiency<o:p></o:p></i></p><p class=MsoNormal>Edited by Elena Nicoladis  and Simona Montanari<o:p></o:p></p><p class=MsoNormal><a href="http://www.apa.org/pubs/books/4316172.aspx?tab=1">http://www.apa.org/pubs/books/4316172.aspx?tab=1</a> <o:p></o:p></p><p class=MsoNormal>The study of bilingualism unfolds against a varied backdrop of sociocultural and sociopolitical factors. While the nature of bilingualism and multilingualism has often been misunderstood, the bilingual community is a dynamic and ever-growing part of the global population.<o:p></o:p></p><p class=MsoNormal>This book pioneers the study of bilingualism across the lifespan and in all its diverse forms. In framing the newest research within a lifespan perspective, the editors highlight the importance of considering an individual's age — from infancy to late adulthood — when researching how bilingualism affects language acquisition and cognitive development. A key theme of the volume is the variability among bilinguals, which may be due to a host of individual and sociocultural factors.<o:p></o:p></p><p class=MsoNormal>Five major topics are explored:<o:p></o:p></p><p class=MsoListParagraphCxSpFirst style='margin-left:.25in;mso-add-space:auto;text-indent:-.25in;mso-list:l4 level1 lfo1'><![if !supportLists]><span style='font-family:Symbol'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'>        </span></span></span><![endif]>early bilingualismfactors affecting bilingualism across the lifespanacademic achievement and literacy in bilingualscognitive effects of bilingualism<o:p></o:p></p><p class=MsoListParagraphCxSpMiddle style='margin-left:.25in;mso-add-space:auto;text-indent:-.25in;mso-list:l4 level1 lfo1'><![if !supportLists]><span style='font-family:Symbol'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'>        </span></span></span><![endif]>While bilingualism is not always valued in the U.S. and thus may result in negative outcomes, in other countries and contexts, positive outcomes are common.<o:p></o:p></p><p class=MsoListParagraphCxSpLast style='margin-left:.25in;mso-add-space:auto;text-indent:-.25in;mso-list:l4 level1 lfo1'><![if !supportLists]><span style='font-family:Symbol'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'>        </span></span></span><![endif]>Thus, this book is a call for language researchers, psychologists, and educators to pursue and promote a better understanding of bilingualism in our increasingly multicultural society.<o:p></o:p></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Table of Contents<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p> </o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Introduction <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Simona Montanari and Elena Nicoladis</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l2 level1 lfo2;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>1.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Shifting Perspectives on Bilingualism <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Fred Genesee</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black;border:none windowtext 1.0pt;padding:0in'>I. Early Bilingualism</span></b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:0in;line-height:14.65pt;mso-list:l6 level1 lfo3;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>2.<span style='font:7.0pt "Times New Roman"'>               </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Early Bilingualism: From Differentiation to the Impact of Family Language Practices <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Suzanne Quay and Simona Montanari</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l6 level1 lfo4;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>3.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Speech Perception in Simultaneously Bilingual Infants <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Christopher T. Fennell, Angeline Sin-Mei Tsui, and Tamara M. Hudon</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l6 level1 lfo5;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>4.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Early Lexical Development in Bilingual Infants and Toddlers <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Barbara T. Conboy and Simona Montanari</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l6 level1 lfo6;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>5.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Code-Switching in Childhood <br><i><span style='border:none windowtext 1.0pt;padding:0in'>W. Quin Yow, Ferninda Patrycia, and Suzanne Flynn</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black;border:none windowtext 1.0pt;padding:0in'>II. Factors Affecting Bilingualism Across the Lifespan</span></b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:0in;line-height:14.65pt;mso-list:l5 level1 lfo7;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>6.<span style='font:7.0pt "Times New Roman"'>               </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Quantity and Quality of Language Input in Bilingual Language Development <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Sharon Unsworth</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l5 level1 lfo8;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>7.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Factors Moderating Proficiency in Bilingual Speakers <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Virginia C. Mueller Gathercole</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l5 level1 lfo9;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>8.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Age of Onset of Bilingualism Effects and Availability of Input in First Language Attrition <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Silvina Montrul</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l5 level1 lfo10;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>9.<span style='font:7.0pt "Times New Roman"'>     </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Age of Second-Language Acquisition: Critical Periods and Social Concerns <br><i><span style='border:none windowtext 1.0pt;padding:0in'>David Birdsong and Jan Vanhove</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l5 level1 lfo11;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>10.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Code-Switching in Adulthood <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Jeff MacSwan</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black;border:none windowtext 1.0pt;padding:0in'>III. Academic Achievement and Literacy in Bilinguals</span></b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:0in;line-height:14.65pt;mso-list:l3 level1 lfo12;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>11.<span style='font:7.0pt "Times New Roman"'>           </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Bilingualism and Academic Achievement in Children in Dual Language Programs <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Kathryn Lindholm-Leary</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l3 level1 lfo13;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>12.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Literacy in Adulthood: Reading in Two Languages <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Judith F. Kroll, Jason Gullifer, and Megan Zirnstein</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black;border:none windowtext 1.0pt;padding:0in'>IV. Cognitive Effects of Bilingualism</span></b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:0in;line-height:14.65pt;mso-list:l1 level1 lfo14;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>13.<span style='font:7.0pt "Times New Roman"'>           </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Cognitive Effects of Bilingualism in Infancy <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Ágnes Melinda Kovács</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l1 level1 lfo15;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>14.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Bilingual Speakers' Cognitive Development in Childhood <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Elena Nicoladis</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l1 level1 lfo16;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>15.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Cognitive and Emotional Effects of Bilingualism in Adulthood <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Max R. Freeman, Anthony Shook, and Viorica Marian</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l1 level1 lfo17;vertical-align:top'><![if !supportLists]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><span style='mso-list:Ignore'>16.<span style='font:7.0pt "Times New Roman"'> </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>The Contribution of Bilingualism to Cognitive Reserve in Healthy Aging and Dementia <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Hilary D. Duncan and Natalie A. Phillips</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black;border:none windowtext 1.0pt;padding:0in'>V. Conclusion</span></b><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'><o:p></o:p></span></p><p class=MsoNormal style='margin:0in;margin-bottom:.0001pt;text-indent:-.25in;line-height:14.65pt;mso-list:l0 level1 lfo18;background:#FAFAFA;vertical-align:top'><![if !supportLists]><span style='font-size:10.0pt;font-family:Symbol;color:black'><span style='mso-list:Ignore'>·<span style='font:7.0pt "Times New Roman"'>        </span></span></span><![endif]><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Concluding Remarks and Future Directions <br><i><span style='border:none windowtext 1.0pt;padding:0in'>Simona Montanari and Elena Nicoladis</span></i><o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>Index<o:p></o:p></span></p><p class=MsoNormal style='margin-bottom:0in;margin-bottom:.0001pt;line-height:14.65pt;background:#FAFAFA;vertical-align:baseline'><span style='font-size:11.5pt;font-family:"Arial","sans-serif";color:black'>About the Editors<o:p></o:p></span></p><p class=MsoNormal><o:p> </o:p></p><p class=MsoNormal><o:p> </o:p></p></div>