From structure to chaos: twenty years of modeling bilingualism / Diane Larsen-Freeman, Monika S. Schmid and Wander Lowie -- Psycholinguistic perspectives on language processing in bilinguals / Judith Kroll and Daan Hermans -- Triggered codeswitching: evidence from picture naming experiments / Mirjam Broersma -- Working memory capacity, inhibitory control, and proficiency in a second language / Susan Gass and Junkyu Lee -- Explanations of associations between l1 and l2 literacy skills / Jan H. Hulstijn -- The acquisition, attrition, and relearning of mission vocabulary / Lynne Hansen -- Second language attrition: theory, research and challenges / Lelia Murtagh -- Contact X time: external factors and variability in l1 attrition / Monika S. Schmid -- The shifting structure of emotion semantics across immigrant generations: effects of the second culture on the first language / Robert W. Schrauf and Julia Sanchez -- Bilingualism, code-switching and aging: a myth of attrition and a tale of collaboration / Michael Clyne -- Language reversion versus general cognitive decline: towards a new taxonomy of language change in elderly bilingual immigrants / Merel Keijzer -- A dynamic model of expert-novice co-adaptation during language learning and acquisition / Paul van Geert, Henderien Steenbeek and Marijn van Dijk -- The dynamics of multilingualism: Levelt's speaking model revisited / Wander Lowie and Marjolijn Verspoor -- Epilogue: twenty years of modeling bilingualism, from chaos to structure and back again / Bert Weltens

International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.

This book addresses how the new linguistic concept of 'Translanguaging' has contributed to our understandings of language, bilingualism and education, with potential to transform not only semiotic systems and speaker subjectivities, but also social structures.

How are words organized in the bilingual mind? How are they linked to concepts? How do bi- and multilinguals process words in their multiple languages? Contributions to this volume offer up-to-date answers to these questions and provide a detailed introduction to interdisciplinary approaches used to investigate the bilingual lexicon.

How is language acquired when infants are exposed to multiple language input from birth and when adults are required to learn a second language after early childhood? How do adult bilinguals comprehend and produce words and sentences when their two languages are potentially always active and in competition with one another? What are the neural mechanisms that underlie proficient bilingualism? What are the general consequences of bilingualism for cognition and for language and thought? This handbook will be essential reading for cognitive psychologists, linguists, applied linguists, and educators who wish to better understand the cognitive basis of bilingualism and the logic of experimental and formal approaches to language science.

This volume provides an overview of the literature on bilingual sentence processing from a psycholinguistic and linguistic perspective. Research focuses on both the visual and spoken modalities including specific areas ofresearch interest including an integrated review of methods and the utility of those methods which allows readers to have the appropriate background and context for the chapters that follow.