The Cambridge Handbook of Childhood Multilingualism

Anat Stavans is Associate Professor in Applied Linguistics at Beit Berl Academic College. Recent publications include Multilingualism (co-authored with Hoffmann, 2015) and Multilingual Literacy (co-edited with Breuer, Lindgren, & Van Steendam, 2021). Ulrike Jessner-Schmid is Professor of English Linguistics at University of Innsbruck and Applied Linguistics at University of Pannonia. Recent publications include The Multilingual Challenge (co-edited with Kramsch, 2015) and International Research on Multilingualism: Breaking with the Monolingual Perspective (co-edited with Vetter, 2019).

• Introduction: Multilingualism is not Bilingualism +1 Anat Stavans and Ulrike Jessner; Part I. Becoming and Being a Multilingual Child: 1. Infant Bi- and Multilingual Development Judith Navracsics; 2. The Development of Child Multilingualism in Languages of Different Modalities Laura Kanto; 3. Multilingualism in Early Childhood: The Role of the Input Margaret Deuchar; 4. Multilingual Education in Formal Schooling: Conceptual Shifts in Theory, Policy and Practice Latisha Mary and Christine Helot; Part II. Cognition and Faculties in Multilinguals: 5. Language and Thought in Multilingual Children Ashley Chung-Fat-Yim and Ellen Bialystok; 6. Multilingual Exposure and Children's Effective Communication Satomi Mishina-Mori; 7. Metalinguistic awareness and early multilingual learning Barbara Hofer and Ulrike Jessner; 8. Code-Switching among Bilingual and Trilingual Children Jeanine Treffers-Daller; 9. Children's Perception of their Multilingualism Brigitta Busch; 10. Multilingualism and Language Play Xiao-lei Wang; Part III. Family Language Policy: 11. Establishing and Maintaining a Multilingual Family Language Policy Xiao Lan Curdt-Christiansen and Baoqi Sun; 12. Parental Input in the Development of Children's Multilingualism Andrea C. Schalley and Susana A. Eisenchlas; 13. Multilingualism, Emotion, and Affect Ana Christina da Silva Iddings, Elizabeth Butler, and Tori Flint; 14. Siblings' Multilingual Discourse Vicky Macleroy; Part IV. Language(s) and Literacy of Multilingual Children through Schooling: 15. Being Pluriilingual in the Language Classroom Andrea Young; 16. Literacy Development in the Multilingual Child: From Speaking to Writing Iliana Reyes; 17. Attitudes, motivations, and enjoyment of reading in multiple languages Victoria Murphy and Sara Smith; 18. Growing up with multilingual literacies and implications on spelling Constanze Weth and Christoph Schroeder; 19. Assessing Multilinguals Alison Bailey and Becky Huang; 20. Plurilingualism and Young Children's Perspectival Cognition Maureen Hoskyn and Danièle Moore; Part V. Socialization in Childhood Multilingualism: 21. Building a Multilingual Identity Adelheid Hu; 22. Multilingual Parenting in the United States: Language, Culture and Emotion Gigliana Melzi, Nydia Prishker, Viviana Kawas, and Jessica Huancacuri-Harlow; 23. The Development of the Heritage Language in Childhood Bi/Multilingualism Silvina Montrul; 24. Social cohesion and childhood multilingualism in South Africa Susan Coetzee Van Rooy; 25. Growing up in Multilingual Societies: Violations of Linguistic Human Rights in Education Ajit Mohanty and Tove Skutnabb-Kangas; Part VI. Multilingual Children's Landscape: 26. Linguistic landscapes in the home: Multilingual children's toys, books and games Sílvia Melo-Pfeifer; 27. Linguistic Landscapes in School Eva Vetter; 28. Children's Perception of Multilingual Landscapes in Interaction Asta Cekaite; Index.