This book sheds light on some of the common myths around being bilingual and explores the processes of dual language development among Korean American children. It sensibly argues that the bilingualism of linguistic minority children is a resource to be cultivated and treasured, not a problem to be overcome.

Insa Guzow analyzes the acquisition of intensifiers by children acquiring German or English as their first language. Based on a comparative analysis of intensifiers and related expressions in the two languages, she examines the longitudinal production data of six German-speaking and six English-speaking children with regard to when and in which contexts the intensifiers German selbst/selber and English x-self (myself, yourself, himself, etc.) appear. As intensifiers evoke alternatives to the referent of their focus and relate a central referent to more peripheral alternative referents, they are an important linguistic means to structure the participants of a child's early discourse. By integrating intensifiers into their utterances, children can identify themselves as central. The notion of being included or excluded in a certain state of affairs is relevant for children when interacting with their parents and/or other children.

This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.

This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

This text contains a series of studies of phonological acquisition and development of children in specific contexts: linguistic context - Putonghua or Modern Standard Chinese; and developmental contexts - normally developing children, children with speech disorders, children with hearing impairment, and twins. This is a study of phonological development and impairment in Chinese-speaking children. It provides the normative data on this population, which should be of value to speech and language therapists and other professionals. It also advances the notion of "phonological saliency" which explains the cross-linguistic similarities and differences in children's phonological development.