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Extra resources for Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective (to Age Ten)
Such factors are specially significant in a bilingual study since they determine not only the type of bilingual — whether coordinate or compound — but they also influence his degree of control, fluency, interference and switching. " To understand Mario's linguistic abilities and the underlying factors affecting their use, then, it is imperative that the patterns of contact and exposure to English and Spanish be examined. This basic exposure pattern prevailed until the child entered school, and varied only when there were visitors in the home, when the child was taken to public places, or when the family spent occasional sojourns in other areas.
Everybody speaks a language! Child: No, I want to speak like Mario! And if he has had sufficient exposure, chances are that he has himself acquired the ability to speak in one or more ways. . Page 41 "The child inevitably enters language with an act of recognition (or decoding), which contains the whole primary organisation of any linguistic act, apart from the mechanism of utterance. Although we cannot state with precision the moment in which Mario first noted that people with whom he had contact behaved in linguistically different ways, some indications are provided through his questions, his reactions to what he heard, and his own behaviour.
In Vermont, however, kindergarten lasted only half days, or about 34 hours, thereby reducing daily exposure to English in school and increasing contact with Spanish at home. However, about one month before the year ended, Mario left again on a trip to Bolivia where he travelled alone to spend several more months with maternal grandparents. The third year was also completed entirely in Vermont with brief vacations to Philadelphia, Bolivia, Florida and New Orleans. Mario then spent the summer of 1978 in Mexico with his parents, where he celebrated his tenth birthday.