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Language is one of humanity's greatest achievements, yet one which
virtually all children achieve remarkably quickly. How much more
remarkable, therefore, when children learn not one but two
languages! There are many single case studies describing children
from families where determined parents adopt strategies to maximise
their children's chances of becoming bilingual. Many more children,
whose parents speak a mixture of languages, also become bilingual
without this extra help. How this occurs and why some children have
more problems than others in a bilingual environment are some of
the issues addressed by this book, which is a longitudinal study of
how children learn to use more than one language. The family is
assumed to be the key factor in these processes, and bilingual
language development is placed firmly within an interactive
context, as it is from this context that the development of
childhood bilingualism can best be understood. Thus the aims of
this book are to examine how young children become bilingual, and
to show what factors predict early childhood bilingualism.
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