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- Author(s) Suzanne Romaine
- Edition1
- Published18th November 1994
- PublisherJohn Wiley & Sons (UK)
- ISBN9780631195399
Since it was first published in 1989, Suzanne Romaine's book has
been recognized as the most authoritative introduction to the
sociolinguistics of bilingualism. The new edition has been
completely revised to incorporate recent work in this fast
developing field.
been recognized as the most authoritative introduction to the
sociolinguistics of bilingualism. The new edition has been
completely revised to incorporate recent work in this fast
developing field.
Throughout the book, bilingualism is seen as both a societal and
cognitive phenomenon. Professor Romaine explores various aspects of
bilingual behavior, such as code switching and language mixing, in
terms of neurolinguistic organization in the individual speaker.
The author also assesses the positive and negative claims made for
the effects of bilingualism on children's cognitive, social and
academic development, and examines the assumptions behind various
language policies and programs for bilingual children. In all this,
Professor Romaine draws on her own research with Punjabi /Engllish
bilinguals in Britain, and Tok Pisin/ English bilingual children in
Papua New Guinea.
Bilingualism
- Author(s) Suzanne Romaine
- Edition1
- Published18th November 1994
- PublisherJohn Wiley & Sons (UK)
- ISBN9780631195399
Since it was first published in 1989, Suzanne Romaine's book has
been recognized as the most authoritative introduction to the
sociolinguistics of bilingualism. The new edition has been
completely revised to incorporate recent work in this fast
developing field.
been recognized as the most authoritative introduction to the
sociolinguistics of bilingualism. The new edition has been
completely revised to incorporate recent work in this fast
developing field.
Throughout the book, bilingualism is seen as both a societal and
cognitive phenomenon. Professor Romaine explores various aspects of
bilingual behavior, such as code switching and language mixing, in
terms of neurolinguistic organization in the individual speaker.
The author also assesses the positive and negative claims made for
the effects of bilingualism on children's cognitive, social and
academic development, and examines the assumptions behind various
language policies and programs for bilingual children. In all this,
Professor Romaine draws on her own research with Punjabi /Engllish
bilinguals in Britain, and Tok Pisin/ English bilingual children in
Papua New Guinea.
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