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Bilingual Competence and Bilingual Proficiency in Child Development$
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Norbert Francis

Print publication date: 2011

Print ISBN-13: 9780262016391

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262016391.001.0001

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An Analysis of Academic Language Proficiency

An Analysis of Academic Language Proficiency

Chapter:
(p.177) 7 An Analysis of Academic Language Proficiency
Source:
Bilingual Competence and Bilingual Proficiency in Child Development
Author(s):

Norbert Francis

Publisher:
The MIT Press
DOI:10.7551/mitpress/9780262016391.003.0007

This chapter explores the child’s abilities related to academic uses of language, including the abilities necessary for reading and writing. It looks at the underlying components of language proficiency that do not follow the deductive-like and universal development the way the essential components of grammatical competence do in early childhood. It also examines how learning to read, developing advanced comprehension abilities, and developing skill in text construction differ from uses of language that do not vary substantially from one person to another. The two types of language ability may differ due to the notion of “naturalness” in language learning. The chapter first provides an overview of secondary discourse ability and metalinguistic awareness before turning to the development of narrativization and levels of narrative ability, grammar development in children, and shared academic proficiencies in biliteracy.

Keywords:   reading, writing, language proficiency, language ability, language learning, secondary discourse ability, metalinguistic awareness, narrativization, biliteracy, grammar

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