Collection launched: 04 Jun 2021
This special issue aims to provide an in-depth view on selected aspects of the bilingual acquisition of language and literacy in children from age 4 to 16. In particular, the four papers address reading and writing, narrative skills and expressive and receptive vocabulary. The four studies, taken together, include data from over 300 children speaking four language combinations (Russian-German, Arabic-Swedish, Greek-German, Dutch-German). The papers in the special issue contribute substantially to the growing body of literature on bilingual acquisition. They shed light on a number of interesting issues such as the importance of input for vocabulary in bilingual children’s languages; the interaction between language dominance and linguistic distance in bilingual narrative development; as well as the role of factors such as lexical knowledge, reading experience, and home language classes in the development of biliteracy.
Josefin Lindgren (affiliation: Uppsala University) researches monolingual and bilingual language acquisition with a main focus on the development of narrative abilities, reference and vocabulary.
Assunta Süss (affiliation: University of Potsdam, University of Groningen) is a psycholinguist specialized in language acquisition. Her work includes bilingual and monolingual language acquisition, with a focus on morphosyntactic development.
Natalia Gagarina’s (affiliation: Leibniz Center for General Linguistics and Uppsala University) research focuses on monolingual and bilingual (a)typical language acquisition. She leads the network working with Multilingual Assessment Instrument for Narratives (MAIN) and the Berlin Interdisciplinary Network for Multilingualism.