34.2580, Review: The Cambridge Handbook of Childhood Multilingualism

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LINGUIST List: Vol-34-2580. Tue Aug 29 2023. ISSN: 1069 - 4875.

Subject: 34.2580, Review: The Cambridge Handbook of Childhood Multilingualism

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Date: 15-Jun-2023
From: Teresa Ong [ongtesa at gmail.com]
Subject: Cognitive Science, Language Acquisition: Stavans, Jessner (eds.) (2022)


Book announced at https://linguistlist.org/issues/33.3084

EDITOR: Anat Stavans
EDITOR: Ulrike Jessner
TITLE: The Cambridge Handbook of Childhood Multilingualism
PUBLISHER: Cambridge University Press
YEAR: 2022

REVIEWER: Teresa Ong

Summary
The Cambridge Handbook of Childhood Multilingualism, edited by Anat
Stavans and Ulrike Jessner, consists of an introduction and 28
chapters. These are divided into six themes: (i) Becoming and being a
multilingual child, (ii) Cognition and faculties in multilinguals,
(iii) Family language policy, (iv) Language(s) and literacy of
multilingual children through schooling, (v) Socialization in
childhood multilingualism, and (vi) Multilingual children’s landscape.
The volume contains three indexes: (i) subject, (ii) country, and
(iii) language. The volume is directed at a large audience of
students, researchers, and practitioners interested in and working in
the field of early childhood education and multilingualism.
The handbook begins with an introduction, in which Anat Stavans and
Ulrike Jessner introduce the field of multilingualism and how it is
defined in the European Union (EU). As compared to regions such as
Asia and Africa, multilingualism was not a norm in the past in the EU;
it is only in recent years that it began receiving much attention due
to its escalating growth worldwide. The editors provide the reasons
for the focus of this handbook that lies within early childhood
development. They also give an overview of how the chapters were
categorised.

Theme I:
In Chapter 1, Judit Navracsics surveys studies on bi- and multilingual
child language development in the first few years of life. First, she
provides an overview of how early bilingualism research has developed
in the past 30 years. Subsequently, she discusses infants’ bi- and
multilingualism development through studies divided into
phonetic/phonological development, lexical and grammatical
development, and metalinguistic awareness. Navracsics concludes by
summarising some challenges that contribute to the complexity of
children’s cognitive development and language acquisition and
maintenance. In Chapter 2, Laura Kanto focuses the discussion on
childhood multilingualism across two modalities – hearing and deaf.
She does so through four case examples (two hearing and two deaf
children of Deaf parents) in Finland. She concludes that bimodal
multilingual acquisition is complex and influenced by different
factors including linguistic landscape, language exposure, language
policy, language attitudes, and sociocultural factors within the
learning environment. Chapter 3, by Margaret Deuchar, focuses on the
role of the input in a multilingual child’s development. She gives
examples of early case studies of multilingual acquisition, discusses
children’s specific age of acquisition, and highlights the issue of
language mixing in the input, in which both parents and the community
influence the children’s language acquisition. She recommends that
future studies include ethnographic methodology to provide full
information regarding the issue. In Chapter 4, Latisha Mary and
Christine Hélot examine models of multilingual education that are
currently implemented in formal education systems around the globe.
The authors provide examples from the Global North (usually language
teaching uses the national language plus two foreign languages) and
the Global South (usually language teaching uses post-colonial and a
dominant national/state languages). They conclude that multilingual
education is not about adding additional languages to the curriculum;
instead, it is about “reconceptualising the relationship between
languages in the plural and the appropriation of knowledge” (Mary &
Hélot, 2022, pp. 101-102).

Theme II:
In Chapter 5, Ashley Chung-Fat-Yim and Ellen Bialystok review how
early multilingualism is detected in children and its impact on
cognitive functioning. The authors look at the age for language
acquisition, language proficiency, and how the brain develops in
relation to multilingual exposure. They conclude by suggesting
longitudinal studies to trace the development of cognitive function of
children over time to understand the trajectory of language
acquisition. In Chapter 6, Satomi Mishina-Mori discusses cognitive and
socio-cognitive benefits that children gain through multilingual
development. She reviews studies related to simultaneous acquisition
of multiple languages and the communication patterns in multilingual
families. She also suggests comparing the efficiency of communication
of bilingual and trilingual children for future research. Chapter 7,
written by Barbara Hofer and Ulrike Jessner, discusses the role of
metalinguistic awareness in early multilingual development. The
authors first give an overview of early research into children’s bi-
and multilingual development, followed by qualitative examples of
children’s metalinguistic awareness in South Tyrol, Italy. The authors
conclude that multilingualism has been found to enhance children’s
awareness and understanding of their first and additional languages,
which allows them to develop a high level of meta- and
cross-linguistic awareness. Following that, Chapter 8, by Jeanine
Treffers-Daller, presents insights into the role of code-switching at
various stages of children’s language development. The author talks
about the similarities and differences between code-switching in
children and adults, followed by various aspects of code-switching,
including its implications. She concludes that code-switching should
be treated as the consequence of “coactivation of two languages during
processing” (Treffers-Daller, 2022, p. 208). In Chapter 9, Brigitta
Busch studies primary school children’s perceptions of multilingualism
through language portrait workshops. As language portraits have
functioned as a popular methodological tool to study language
reflection, the author found that the participating children used them
to represent themselves and voice their future hopes. She concludes
that most of the portraits reveal that the children perceive
themselves as ‘doing’ things with language rather than being
competent. In the final chapter in this section, Chapter 10, Xiao-lei
Wang discusses how multilingual children display their linguistic
characteristics in language play. The author summarises various
functions of language play produced by second language learners,
followed by simultaneous multilingual learners. The author also shares
some thoughts for future research, which includes looking at parental
language socialisation and types of languages.

Theme III:
Chapter 11, written by Xiao Lan Curdt-Christiansen and Baoqi Sun,
presents an overview of the major contributions of how family language
policy (FLP) influences bi- and multilingual families. They begin by
stating the four phases of FLP development and, subsequently, the
contributions in child language acquisition and social forces
(sociolinguistic, sociocultural, socioeconomic, and sociopolitical).
The authors end the discussion with three suggestions: (i) conduct
studies with non-transnational families, (ii) conduct quantitative
studies to determine children’s attainments in different languages,
and (iii) examine FLP in regard to policy changes. In Chapter 12,
Andrea C. Schalley and Susana A. Eisenchlas discuss parental input for
children’s language acquisition and socialisation. The authors address
the differences between quantity and quality of input before moving
onto how the three components of FLP (language practices, language
ideologies, language management) are reflected in the actual language
practices within different families. They conclude by suggesting a
systematic investigation of input patterns and strategies in
supporting parents in raising multilingual children. Following that,
Ana Christina DaSilva Iddings, Eliza D. Butler, and Tori K. Flint
address the relationship between emotions and affective experiences
for learning and multilingual development from various disciplinary
perspectives in Chapter 13. The authors provide examples using
photographs, which have been identified as a tool for broadening
children’s language and literacy potentials. They conclude that
further research should integrate emotion and affect into
multilingualism and multiliteracy development as these are central for
connections to their heritage language(s) and family histories.
Finally, in Chapter 14, Vicky Macleroy surveys previous research into
sibling language use and looks further into how siblings shape the
bilingual family language environment. She provides examples of
strategies siblings use to assert agency within bilingual family
practices, their language choices, humour, and intimacy, siblings’
seriality and rivalry, and as literacy mediators. Macleroy concludes
that siblings’ multilingual discourse is vibrant, messy, and filled
with different emotions.

Theme IV:
In Chapter 15, Andrea S. Young addresses complex issues related to
teaching and learning of plurilingual children in the language
classroom. The author presents the challenges faced by plurilingual
children when they transit from home to school and argues that it is
the role of teachers and parents to work together in supporting these
children so that they will be connected and enjoy a meaningful
learning experience. In Chapter 16, Iliana Reyes explores the process
that is experienced by multilingual children in becoming an emergent
writer. The author first reviews studies related to monolingual
children’s development of emergency literacy, followed by how they
develop multiliteracy. The author concludes that children’s linguistic
competencies develop through support, teaching aids, and experiences
that influence and shape their multiliteracy knowledge. Chapter 17, by
Sara A. Smith and Victoria A. Murphy, discusses the role played by
psychosocial factors, such as motivation, beliefs, and attitudes, in
children’s reading of multiple languages. The authors review the
factors in detail and the differences in influencing children and
adults. They suggest that more in-depth and longitudinal investigation
is needed to explore the relationship between reading-specific
motivations and attitudes in multiple languages and the impacts on
reading achievement. Following that, in Chapter 18, Constanze Weth and
Christoph Schroeder present insights related to literacy acquisition
in multilingual societies, with a particular focus on one aspect of
literacy, that is, spelling. The authors discuss the challenges faced
by mono- and multilingual children in becoming literate. They conclude
by calling for monolingual mainstream curricula to recognise the
diversity of languages and the benefits of having more than one
linguistic and writing system. In Chapter 19, Becky H. Huang and
Alison L. Bailey review studies related to the needs of assessing
young children’s multilingual development. There are three purposes
for assessment: (i) to identify children who need language
support/intervention, (ii) to monitor their progress, and (iii) to
measure their summative achievement. The authors suggest that future
assessments can be enhanced through the use of technology, dynamic
assessments, and the application of translanguaging. In the last
chapter in this section, Chapter 20, Maureen Hoskyn and Danièle Moore
discuss the impact of plurilingualism on children’s emerging
perspectival cognition. The authors also explore four principles that
guide the use of plurilingualism in supporting perspectival cognition
in educational practices.

Theme V:
In Chapter 21, Adelheid Hu presents insights of the relationship
between children’s identity construction and language practices. The
author first discusses issues related to identity, followed by
examples of language practices in the family setting, multilingual day
care centres, and schools in Luxembourg. Hu concludes that children’s
linguistic identities are in constant negotiation and dynamic. In
Chapter 22, Gigliana Melzi, Nydia Prishker, Viviana Kawas, and Jessica
Huancacuri explore perceptions and language practices of families with
young children living in the United States, focusing on Latino
communities. The authors describe how multilingual parenting
influences and shapes children’s multilingual development. They
conclude that despite various sociocultural and political factors,
raising multilingual children is possible with parents’ resilience and
continuous efforts. In Chapter 23, Silvina Montrul focuses on the
development of heritage languages for children of school-age period.
She provides a definition of heritage language and discusses the role
of school plays in children’s heritage language acquisition and
maintenance. For future research, she suggests comparing heritage
language development of children who receive linguistic support and
those who do not. Chapter 24 by Susan Coetzee-Van Rooy presents an
overview of studies related to social cohesion and childhood
multilingualism in South Africa. She briefly discusses the language
policy and linguistic situation there and proceeds to examine studies
related to childhood multilingualism, focusing mostly on African
languages. She concludes that there is an urgent need to investigate
childhood multilingualism of African language practices within White
South African children. The final chapter of this section, Chapter 25
by Ajit K. Mohanty and Tove Skutnabb-Kangas, discusses children
growing up in multilingual societies and touches on linguistic human
rights concerning children. The authors survey studies related to
multilingual socialisation and multilingual children growing up in
dominant monolingual societies. They conclude by urging researchers,
teachers, and parents to view multilingualism as a useful resource for
children’s language development and to prevent linguistic and cultural
genocide in education.

Theme VI:
Chapter 26, written by Silvia Melo-Preifer, presents a review of the
contributions of linguistic landscapes in influencing the linguistic,
cognitive, affective, social, and identity development of multilingual
children. The author provides examples of materials (digital and
non-digital) in the home that assist in developing children’s literacy
skills and urges for more recognition of homescapes as a vital tool
for multiliteracy development. In Chapter 27, Eva Vetter looks at the
importance of linguistic landscapes inside and outside of schools. The
author first provides an overview of the development phases of
linguistic landscape research, followed by surveys of schoolscape
research. She concludes that as young children are also creators of
signage, it is therefore vital to include their engagement when
studying schoolscape. The final chapter of this section and the
handbook, Chapter 28 by Asta Cekaite, delves into the discussion of
children’s perceptions of multilingual landscapes and language
practices. The author reviews studies related to children’s
multilingual peer play, language creativity, and metalinguistic
awareness and concludes that peer group interactions are important for
children’s multilingual development. Hence, longitudinal studies are
suggested for future research to track children’s linguistic changes.

Evaluation
Since biblical times, multilingualism has played a crucial role in our
lives as it helps to maintain and protect the diversity of languages
and cultures around the world. However, as globalisation takes place
rapidly alongside the implementation of dominant monolingual curricula
in many countries, multilingualism can be considered to be ‘shrinking’
because more and more children lack the opportunity to learn their
heritage language(s). Therefore, the birth of this handbook focusing
on childhood multilingualism is crucial for informing parents,
teachers, researchers, and policymakers about the importance and
impact of multilingualism in children’s language development.
The compilation of chapters in the handbook deserves praise as they
provide an overall picture of childhood multilingualism, which is a
topic that has not received much attention to date. The six themes
encompass a range of different issues that are vital for understanding
childhood multilingualism. The definitions of bi-, multi, and
plurilingualism are also provided in many chapters for clarification.
Each chapter ends with a reference list that is useful for future
research.
There are some points to emphasise about each theme of the handbook:
Theme I describes the challenges faced when children grow up as
multilingual speakers. It looks at the different ways to understand
children’s multilingualism in various contexts and their understanding
of becoming multilingual individuals and tapping into the multilingual
society.
Theme II addresses issues related to the processing of multilingual
cognition and faculties. Many studies have highlighted the
relationship between bi-/multilingualism and its positive effects on
children’s cognition. Hence, the chapters under this theme discuss
language processing, metalinguistic awareness, language play,
code-switching, and forms and functions that assist multilingual
communication.
Theme III looks at the role of family, particularly parents, in
establishing a language policy within the multilingual home context.
It discusses three main aspects: (i) language practices, (ii) language
ideologies/beliefs, and (iii) language management.
Theme IV explores how multilingual children master literacy skills
within the schooling environment. The chapters focus on their
development of reading and writing skills alongside their attitudes
and motivations in learning multiple languages.
Theme V delves into the issues and concerns related to multilingual
children’s perceptions of languages and their use from different
perspectives. It also looks at how sociolinguistic factors shape their
language identity development.
Theme VI discusses the role of linguistic landscape in helping
children’s multilingual development. As linguistic landscape mostly
focuses on studying public signs, the chapters under this theme pay
special attention to homescapes and schoolscapes in relation to how
children develop their literacy skills and identity.
One limitation of this handbook is that most of the studies reviewed
encompass the EU region, with only minor focus on multilingual regions
such as South Africa. Therefore, it is recommended that future
handbooks include studies from other diverse multilingual regions.
Also, more longitudinal research is needed so that readers are able to
obtain a more comprehensive perspective regarding children’s bi- and
multi-language acquisition and development. Despite these limitations,
The Cambridge Handbook of Childhood Multilingualism is definitely
recommended for those studying multilingualism, particularly with a
focus on children at the age of early childhood and primary school.

References
Mary, L., & Hélot, C. (2022). Multilingual education in formal
schooling: Conceptual shifts in theory, policy and practice. In A.
Stavans & U. Jessner (Eds.), The Cambridge handbook of childhood
multilingualism (pp. 82-109). Cambridge University Press.
Treffers-Daller, J. (2022). Code-switching among bilingual and
trilingual children. In A. Stavans & U. Jessner (Eds.), The Cambridge
handbook of childhood multilingualism (pp. 190-214). Cambridge
University Press.

ABOUT THE REVIEWER

Teresa W. S. Ong is a research fellow at the Centre for Research in
Child Development, National Institute of Education, Nanyang
Technological University, Singapore. Prior to this position, she
completed her PhD research on Chinese heritage language maintenance in
Malaysia. Today, she delves further into exploring children’s language
development and other pertaining issues related to early childhood
education.



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