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1 | Introduction | 1 |
2 | The acquisition of word meaning and lexicon : referential avoidance and parental intervention | 9 |
3 | The acquisition of syllabic and word structure : individual differences and universal constraints | 27 |
4 | Variation in the acquisition of syllabic and word structure : language-dependent constraints | 37 |
5 | The re-emergence of Spanish and Hebrew in early adolescence | 49 |
6 | The re-acquisition of Spanish, Hebrew, and Portuguese in late adolescence | 57 |
7 | Summary, conclusions, and future research | 69 |
App. A | Phonetic symbols | 75 |
App. B | Noam's vocabulary | 77 |
App. C | Nurit's vocabulary | 95 |
App. D | Samples of diary entries and transcriptions from tapes | 103 |
App. E | Stages of language acquisition | 105 |
App. F | Oral proficiency interviews | 113 |
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Add Multilingualism from Infancy to Adolescence: Noams Experience, Faingold (Spanish and linguistics, U. of Tulsa) is a native or near- native speaker of four languages—Spanish, Portuguese, Hebrew, and English. In this unique case study, he traces the acquisition, loss, and re-acquisition of these four languages in his s, Multilingualism from Infancy to Adolescence: Noams Experience to the inventory that you are selling on WonderClubX
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Add Multilingualism from Infancy to Adolescence: Noams Experience, Faingold (Spanish and linguistics, U. of Tulsa) is a native or near- native speaker of four languages—Spanish, Portuguese, Hebrew, and English. In this unique case study, he traces the acquisition, loss, and re-acquisition of these four languages in his s, Multilingualism from Infancy to Adolescence: Noams Experience to your collection on WonderClub |