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This volume brings together the work of 32 scholars from 13
countries -- investigations of children learning 15 different
languages, in some instances more than one at a time. The scope of
this work -- as broad as it is -- only partially represents the
research interests and approaches of the more than 350 scholars
from 34 countries who contributed papers or posters to the Sixth
International Congress for the Study of Child Language. This
investigative power and diversity are, for the most part, focused
on topics and issues of modern day child language research that
have been under discussion for the last 30 years or so. Some even
go beyond that in early diary studies and philosophers'
speculations. While the issues are mainly familiar ones, the 17
chapters contribute to the advancement of child language study in
several specific ways. They: * represent current theoretical
frameworks, both bringing the insights of the theories to the
interpretation of language development and testing tenets or
implications of the theories with child language data; * contribute
substantively to the crosslinguistic study of child language,
reflecting both the linguistic diversity of the authors themselves
and a recent major shift in the approach to child language study; *
build on the now considerable body of knowledge about children's
language, both adding to information about the basic systems of
phonology, syntax, and semantics, and extending beyond to explore
aspects of narrative and literacy development, language acquisition
by bilingual and atypical children, and language processing; and *
contain hints of new directions in child language study, such as
increased attention to the impact of phonology on other language
systems. Taken as a whole, this volume reflects the current
strength of crosslinguistic research, the application and testing
of new theoretical developments, a new legitimacy of language
disorder data, and a new appeal to the descriptive possibilities of
language processing models. In addition, there is a theme that runs
through many of the chapters and points the way for important
research in the future: the role of prosody in the acquisition of
various language structures and systems.
This volume brings together the work of 32 scholars from 13
countries -- investigations of children learning 15 different
languages, in some instances more than one at a time. The scope of
this work -- as broad as it is -- only partially represents the
research interests and approaches of the more than 350 scholars
from 34 countries who contributed papers or posters to the Sixth
International Congress for the Study of Child Language. This
investigative power and diversity are, for the most part, focused
on topics and issues of modern day child language research that
have been under discussion for the last 30 years or so. Some even
go beyond that in early diary studies and philosophers'
speculations.
While the issues are mainly familiar ones, the 17 chapters
contribute to the advancement of child language study in several
specific ways. They:
* represent current theoretical frameworks, both bringing the
insights of the theories to the interpretation of language
development and testing tenets or implications of the theories with
child language data;
* contribute substantively to the crosslinguistic study of child
language, reflecting both the linguistic diversity of the authors
themselves and a recent major shift in the approach to child
language study;
* build on the now considerable body of knowledge about children's
language, both adding to information about the basic systems of
phonology, syntax, and semantics, and extending beyond to explore
aspects of narrative and literacy development, language acquisition
by bilingual and atypical children, and language processing;
and
* contain hints of new directions in child language study, such as
increased attention to the impact of phonology on other language
systems.
Taken as a whole, this volume reflects the current strength of
crosslinguistic research, the application and testing of new
theoretical developments, a new legitimacy of language disorder
data, and a new appeal to the descriptive possibilities of language
processing models. In addition, there is a theme that runs through
many of the chapters and points the way for important research in
the future: the role of prosody in the acquisition of various
language structures and systems.
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