The Whole Child's Experience? Toward a Transdisciplinary Approach to Understanding Bilingual Development.
Multilingual children attain their ability to speak more than one language in diverse ways and due to distinct factors, with some developing their bilingualism faster than their peers (Bialystok, 2002; De Houwer, 2009; Luk & Bialystok, 2013; Nicoladis & Genesee, 1997). In order to capture and unders...
| Publicado en: | Journal of Multilingual Theories & Practices Vol. 7; no. 1; pp. 49 - 74 |
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| Formato: | Artículo |
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University of Toronto Press
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=196618855&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 196618855 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26324490 MMLV jtl: Journal of Multilingual Theories & Practices issn: 26324490 maglogo: N pubinfo: dt: Jun2026 vid: 7 iid: 1 pid: 678 pub: University of Toronto Press artinfo: ui: 196618855 10.3138/jmtp-24662 ppf: 49 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 772KB tig: atl: The Whole Child's Experience? Toward a Transdisciplinary Approach to Understanding Bilingual Development. aug: au: Said, Fatma F. S. affil: College of Interdisciplinary Studies, Zayed University, Abu Dhabi, United Arab Emirates su: Language acquisition Interdisciplinary research Ethnology research Family support Bilingual students Early childhood education Bilingual education Education policy sug: subj: Language acquisition Interdisciplinary research Ethnology research Family support Bilingual students Early childhood education Bilingual education Education policy keyword: Arabic-English bilingual language development early childhood research qualitative-quantitative approaches socioemotional factors transdisciplinary research ab: Multilingual children attain their ability to speak more than one language in diverse ways and due to distinct factors, with some developing their bilingualism faster than their peers (Bialystok, 2002; De Houwer, 2009; Luk & Bialystok, 2013; Nicoladis & Genesee, 1997). In order to capture and understand the disparate ways in which typically developing children become bilinguals and what factors influence diversity in their experience, it is imperative that scholars adopt a transdisciplinary approach (Hoffman et al., 2017; Hult, 2019; Lang et al., 2012; Pohl & Hadorn, 2007; Stokols et al., 2003). The proposal is that an alternate bilingual development framework be formed in which transdisciplinary collaborations between ethnographic longitudinal, descriptive, and experimental cross-sectional approaches are merged, in a bid to understand bilingual development from a more holistic perspective. Data would inform early childhood studies, education policy and support parental efforts to raise bilingual children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Multilingual Theories & Practices is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Multilingual Theories & Practices holder: University of Toronto Press dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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