Children acquiring two languages, either simultaneously or sequentially, have more variation in their linguistic input than their monolingual peers. Understanding the nature and consequences of this variability has been the focus of much recent research on childhood bilingualism. This volume constitutes the first collection of research solely dedicated to the topic of input in childhood bilingualism. Chapters represent a range of theoretical and methodological approaches to the study of childhood bilingualism, covering a variety of language combinations and sociocultural contexts in Europe, Israel, North and South America. As a reflection of the field's current understanding of the intricate relationship between experience and development in children growing up with two or more languages, this volume will be of interest to scholars and practitioners working with bi- and multilingual learners in various sociolinguistic and educational contexts.
1. List of contributors; 2. Introduction to "Input and experience in bilingual development" (by Paradis, Johanne); 3. Language exposure and online processing efficiency in bilingual development: Relative versus absolute measures (by Gruter, Theres); 4. The absolute frequency of maternal input to bilingual and monolingual children: A first comparison (by De Houwer, Annick); 5. Language input and language learning: An interactional perspective (by Pierce, Lara J.); 6. Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds (by Armon-Lotem, Sharon); 7. Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenance (by Pearson, Barbara Zurer); 8. Properties of dual language input that shape bilingual development and properties of environments that shape dual language input (by Hoff, Erika); 9. The typical development of simultaneous bilinguals: Vocabulary, morphosyntax and language processing in two age groups of Montreal preschoolers (by Thordardottir, Elin); 10. French-English bilingual children's sensitivity to child-level and language-level input factors in morphosyntactic acquisition (by Paradis, Johanne); 11. Comparing the role of input in bilingual acquisition across domains (by Unsworth, Sharon); 12. Index