Cambridge Handbooks in Language and Linguistics - Series page

pp ii-iv

The Cambridge Handbook of Childhood Multilingualism - Title page

pp v-v

Copyright page

pp vi-vi

Contents

pp vii-viii

Figures

pp ix-ix

Tables

pp x-x

About the Editors

pp xi-xii

Contributors

pp xiii-xv

Acknowledgments

pp xvi-xviii

Multilingualism Is Not Bilingualism +1: An Introduction

pp 1-10

Part One - Becoming and Being a Multilingual Child

pp 11-110

1 - Infant Bi- and Multilingual Development

pp 13-37

2 - The Development of Childhood Multilingualism in Languages of Different Modalities

pp 38-57

3 - Multilingualism in Early Childhood: The Role of the Input

pp 58-81

4 - Multilingual Education in Formal Schooling: Conceptual Shifts in Theory, Policy and Practice

pp 82-110

Part Two - Cognition and Faculties in Multilinguals

pp 111-254

5 - Language and Thought in Multilingual Children

pp 113-140

6 - Multilingual Exposure and Children’s Effective Communication

pp 141-162

7 - Metalinguistic Awareness and Early Multilingual Learning

pp 163-189

8 - Code-Switching among Bilingual and Trilingual Children

pp 190-214

9 - Children’s Perception of Their Multilingualism

pp 215-234

10 - Multilingualism and Language Play

pp 235-254

Part Three - Family Language Policy

pp 255-352

11 - Establishing and Maintaining a Multilingual Family Language Policy

pp 257-277

12 - Parental Input in the Development of Children’s Multilingualism

pp 278-303

13 - Multilingualism, Emotion, and Affect

pp 304-324

14 - Siblings’ Multilingual Discourse

pp 325-352

Part Four - Language(s) and Literacy of Multilingual Children through Schooling

pp 353-488

15 - Being Plurilingual in the Language Classroom

pp 355-375