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The Cambridge Handbook of Linguistic Multi-Competence
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  • Cited by 20
  • Edited by Vivian Cook, University of Newcastle upon Tyne , Li Wei, Institute of Education, University College London

Book description

How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-competence relates to their own areas of study. This comprehensive, state-of-the-art exploration of multi-competence research and ideas offers a powerful critique of the values and methods of classical SLA research, and an exciting preview of the future implications of multi-competence for research and thinking about language. It is an essential reference for all those concerned with language learning, language use and language teaching.


‘… a true tour de force. Its broad scope, covering everything from methodology to learning and teaching and representing a variety of original approaches to traditional language learning research, makes it a must read for anyone interested in what it means to know more than one language.’

Susan M. Gass - Distinguished University Professor, Michigan State University

‘… constitutes a major landmark that will help shift assumptions away from thinking of monolingualism as the norm to accepting multilingualism as the default condition for human language ability. The chapters are written by top scholars in all aspects of the language sciences, producing a collection that is compulsory reading for researchers, educators, and clinicians.'

Ellen Bialystok - Distinguished Research Professor of Psychology, York University, Toronto

'… wonderfully rich in its state-of-the-art delineation of linguistic multi-competence approaches to study of individuals and communities previously known as merely 'bilingual'. From translanguaging to creativity in language use, language acquisition to attrition, syntax to emotion and personality, the range of the topics (and the authors) reflects the broad extension Cook's concept of multi-competence has achieved. I plan to use this book regularly in the neurolinguistics classes I teach on bilingualism.’

Loraine K. Obler - Distinguished Professor, City University of New York Graduate Center

‘Vivian Cook's inspiring notion of multi-competence has sown seeds in many different areas of language research and this collection that Li Wei and he have put together provides ample proof of that. This should rapidly become standard reading for all these interested in enlightened approaches to language use and language users, monolinguals and multilinguals alike.’

Mike Sharwood Smith - Emeritus Professor of Languages, Heriot-Watt University, Edinburgh and Honorary Professorial Fellow, University of Edinburgh

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Page 1 of 2

  • The Cambridge Handbook of Linguistic Multi-competence
    pp i-i
  • Cambridge Handbooks in Language and Linguistics - Series page
    pp ii-ii
  • The Cambridge Handbook of Linguistic Multi-competence - Title page
    pp iii-iii
  • Copyright page
    pp iv-iv
  • Contents
    pp v-vi
  • Figures
    pp vii-vii
  • Tables
    pp viii-ix
  • Contributors
    pp x-xi
  • Acknowledgements
    pp xii-xii
  • 1 - Premises of multi-competence
    pp 1-25
  • 2 - Research questions and methodology of multi-competence
    pp 26-49
  • 3 - Multi-competence in second language acquisition: inroads into the mainstream?
    pp 50-76
  • 5 - Multilingualism research
    pp 97-124
  • 6 - Multi-competence and dynamic/complex systems
    pp 125-141
  • 7 - Multi-competence and Dominant Language Constellation
    pp 142-163
  • 8 - Consequences of multi-competence for sociolinguistic research
    pp 164-182
  • 9 - A usage-based account of multi-competence
    pp 183-205
  • 10 - Multi-competence and syntax
    pp 206-226
  • 11 - Syntactic processing
    pp 227-247
  • 12 - Language and cognition in bilinguals
    pp 248-275
  • 13 - Gestures in multi-competence
    pp 276-297
  • 14 - Pragmatic transferin foreign language learners: a multi-competence perspective
    pp 298-320
  • 15 - Multi-competence and endangered language revitalization
    pp 321-337
  • 16 - Multi-competence and first language attrition
    pp 338-354
  • 17 - Cognitive consequences of multi-competence
    pp 355-375
  • 18 - Space, motion and thinking for language
    pp 376-402
  • 19 - Multi-competence and personality
    pp 403-419
  • 21 - Multi-competence and language teaching
    pp 445-460

Page 1 of 2

Compiled by Goro Murahata, Yoshiko Murahata and Vivian Cook

This bibliography brings together books and papers that either explicitly mention multi-competence or are closely related to the multi-competence perspective.

Agrillo, C. and Roberson, D. 2008. ‘Colour language and colour cognition: Brown and Lenneberg revisited’, Visual Cognition 17, 412430.
Akamatsu, N. 2010. Nihonjin Eigo Gakushusha no Kanshi Shiyo to Ninchi [The use of the English articles by Japanese learners of English and their cognition]. Paper read at the 36th Annual Conference of The Society of English Language Education, Kansai University, Osaka, Japan.
Akamatsu, N. 2011. ‘Does a foreign language affect cognition? Re-evaluating evidence for L2 effects on bilinguals’ object classification’, Studies in English Language Teaching (The Kansai English Language Education Society) 34, 110.
Akbar, F. S. 2013. ‘The case against Monolingual Bias in Multilingualism’, Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics 13 (2), 4244.
Alotaib, H. 2014. ‘The validity of likeability as a new construct of ESL pronunciation’, Advances in Language and Literary Studies 5, 4858.
Alptekin, C. 2010. ‘Redefining multi-competence for bilingualism and EFL’, International Journal of Applied Linguistics 20, 95110.
Ameel, E., Storms, G., Malt, B. C. and Sloman, S. A. 2005. ‘How bilinguals solve the naming problem’, Journal of Memory and Language 53, 6080.
Andrews, D. 1994. ‘The Russian color categories sinij and goluboj: an experimental analysis of their interpretation in the standard and émigré languages’, Journal of Slavic Linguistics 2, 928.
Aronin, L. and Singleton, D. 2012. Multilingualism. Amsterdam: John Benjamins.
Athanasopoulos, P. 2006. ‘Effects of grammatical representation of number on cognition in bilinguals’, Bilingualism: Language and Cognition 9, 8996.
Athanasopoulos, P. 2009. ‘Cognitive representation of color in bilinguals: the case of Greek blues’, Bilingualism: Language and Cognition 12, 8395.
Athanasopoulos, P. 2011a. ‘Color and bilingual cognition’, in Cook, V. J. and Bassetti, B. (eds), pp. 241261.
Athanasopoulos, P. 2011b. ‘Cognitive restructuring in bilingualism’, in Pavlenko, A. (ed.), pp. 2965.
Athanasopoulos, P. and Aveledo, R. 2012. ‘Linguistic relativity and bilingualism’, in Altarriba, J. and Isurin, L. (eds), Memory, Language, and Bilingualism: Theoretical and Applied Approaches, pp. 236255. Cambridge University Press.
Athanasopoulos, P., Damjanovic, L., Krajciova, A. and Sasaki, M. 2011. ‘Representation of colour concepts in bilingual cognition: the case of Japanese blues’, Bilingualism: Language and Cognition 14 (special issue), 917.
Athanasopoulos, P., Dering, B., Wiggett, A., Kuipers, J. R. and Thierry, G. 2010. ‘Perceptual shift in bilingualism: brain potentials reveal plasticity in pre-attentive colour perception’, Cognition 116, 437443.
Athanasopoulos, P. and Kasai, C. 2008. ‘Language and thought in bilinguals: the case of grammatical number and nonverbal classification preferences’, Applied Psycholinguistics 29, 105123.
Athanasopoulos, P., Sasaki, M. and Cook, V. J. 2004. Do bilinguals think differently from monolinguals? Evidence from colour categorization by speakers of Japanese. Paper presented at the 14th European Second Language Association Conference, San Sebastian, Spain.
Azuma, S. 2000. Bailingalizumu [Bilingualism]. Tokyo: Kodansha.
Bak, T. H. and Alladi, S. 2014. ‘Can being bilingual affect the onset of dementia?’, Future Neurology 9 (2), 101103.
Balcom, P. 1995. ‘Argument structure and multi-competence’, Linguistica Atlantica (Memorial University of Newfoundland) 17, 117.
Balcom, P. 1999. ‘These constructions don’t acquire easily: middle constructions and multi-competence’, Canadian Journal of Applied Linguistics 2, 520.
Balcom, P. 2003. ‘Cross-linguistic influence of L2 English on Middle Constructions in L1 French’, in Cook, V. J. (ed.), pp. 168192.
Bassetti, B. 2007. ‘Bilingualism and thought: grammatical gender and concepts of objects in Italian–German bilingual children’, International Journal of Bilingualism 11, 251273.
Bassetti, B. 2011. ‘The grammatical and conceptual gender of animals in second language users’, in Cook, V. J. and Bassetti, B. (eds), pp. 357384.
Bassetti, B. 2014. ‘Is grammatical gender considered arbitrary or semantically motivated? Evidence from young adult monolinguals, second language learners and early bilinguals’, British Journal of Psychology 105 (2), 273297.
Bassetti, B. and Cook, V. J. 2011. ‘Relating language and cognition: the second language user’, in Cook, V. J. and Bassetti, B. (eds), pp. 143190.
Bialystok, E. 2001. Bilingualism in Development: Language, Literacy and Cognition. Cambridge University Press.
Bialystok, E., Craik, F. I. M. and Freedman, M. 2007. ‘Bilingualism as a protection against the onset of symptoms of dementia’, Neuropsychologia 45, 459464.
Birdsong, D. 2005. ‘Nativelikeness and non-nativelikeness in L2A research’, IRAL 43, 319328.
Block, D. 2007. Second Language Identities. London: Continuum.
Blum-Kulka, S. 1990. ‘You don’t touch lettuce with your fingers: parental politeness in family discourse’, Journal of Pragmatics 14 (2), 259288.
Boroditsky, L.,