10.8, Books: Child Lang Acquisition
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LINGUIST List: Vol-10-8. Tue Jan 5 1999. ISSN: 1068-4875.
Subject: 10.8, Books: Child Lang Acquisition
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1)
Date: Tue, 05 Jan 1999 11:22:23 GMT
From: <Simon.Collins at awl.co.uk>
Subject: An Introduction to Child Language Development, S. H. Foster-Cohen
-------------------------------- Message 1 -------------------------------
Date: Tue, 05 Jan 1999 11:22:23 GMT
From: <Simon.Collins at awl.co.uk>
Subject: An Introduction to Child Language Development, S. H. Foster-Cohen
AN INTRODUCTION TO CHILD LANGUAGE DEVELOPMENT
SUSAN H. FOSTER-COHEN
Head of the Department of English at the University of London, The
British Institute in Paris, France
Paper 0-582-08729-5
256 pages 1999
Learning about language Series
Longman
------------------------------
This volume introduces the field of child language development
studies, and presents hypotheses in an accessible, largely
non-technical language, aiming to demonstrate the relationship between
these hypotheses and interpretations of data. It makes the assumption
that having a theory of language development is as important as having
reliable data about what children say and understand, and it advocates
a combination of both `rationalist' and more 'empiricist'
traditions. In fact, the author overtly argues that different
traditions provide different pieces of the picture, and that taking
any single approach is unlikely to lead to productive understanding.
Susan Foster-Cohen explores a range of issues, including the nature of
prelinguistic communication and its possible relationship to linguistic
development; early stages of language development and how they can be
viewed in the light of later developments; the nature and role of
children's experience with the language(s) around them; variations in
language development due to both pathological and non-pathological
differences between children, and (in the latter case) between the
languages they learn; later oral language development; and literacy. The
approach is distinctly psycholinguistic and linguistic rather than
sociolinguistic, although there is significant treatment of issues which
intersect with more sociolinguistic concerns (e.g. literacy, language play,
and bilingualism). There are exercises and discussion questions throughout,
designed to reinforce the ideas being presented, as well as to offer the
student the opportunity to think beyond the text to ideas at the cutting
edge of research.
The accessible presentation of key issues will appeal to the intended
undergraduate readership, and will be of interest to those taking courses
in language development, linguistics, developmental psychology, educational
linguistics, and speech pathology. The book will also serve as a useful
introduction to students wishing to pursue post-graduate courses which deal
with child language development.
----------------------------------------------------------------------
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Pacific Linguistics
Torino, Rosenberge & Sellier
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