Children's Language and Multilingualism

All over the world children learn one (or more) language at home and then have to learn another language when they go to school. In some cases this is because children come from immigrant backgrounds; in other cases children come from indigenous communiti

Foreword
List of abbreviations
List of maps and figures
Introduction	p. 1
The language learning environment of preschool children in Indigenous communities	p. 13
Questions about questions	p. 30
Storytelling styles: a study of adult-child interactions in narrations of a picture book in Tennant Creek	p. 56
'I don't talk story like that': on the social meaning of children's sand stories at Ernabella	p. 79
The collaborative construction of knowledge in a traditional context	p. 103
The silence of the frogs: dysfunctional discourse in the 'English-only' Aboriginal classroom	p. 129
Children, language and literacy in the Ngaanyatjarra Lands	p. 154
Issues in the assessment of children's oral skills	p. 175
Language difference or language disorder: discourse sampling in speech pathology assessments for Indigenous children	p. 194
Indigenous children and conductive hearing loss	p. 216
Language mixing and language shift in Indigenous Australia	p. 237
Children's production of their heritage language and a new mixed language	p. 261
Unravelling languages: multilingualism and language contact in Kalkaringi	p. 283
Authors index	p. 303
Languages index	p. 305
Places index	p. 307
General index	p. 308
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Children's Language and Multilingualism Indigenous Language Use at Home and School

Summary

Table of Contents

Supplemental Materials