Contents -- Preface -- 1 Faces of Bilingualism -- Experiencing Bilingualism -- Who Is Bilingual? -- Methodological Complications -- Where the Research Looks -- Proficiency -- or, When Is Enough Enough? -- Measuring Proficiency -- A Process Approach -- Cognitive Dimensions of Language Proficiency -- Toward a Definition -- 2 Starting with One Language -- Landmarks of Language Acquisition -- Lexicon -- Syntax -- Phonology -- Pragmatics -- Approaches to Language Acquisition -- Criteria for Distinguishing among Theories -- Formal Theories -- Government-Binding Theory -- Learnability Theory -- Minimalism -- Functional Theories -- Cognitive Grammar -- Construction Grammar -- Connectionism -- Out of the Dichotomy -- Contributions and Limitations -- Divide and Conquer -- 3 And Adding Another -- Mastering the System -- Lexicon -- Syntax -- Phonology -- When It Can Be Learned -- Rationale for a Critical Period -- Defining the Concept -- Nature of the Evidence -- What Does It Mean? -- Conceptualization -- Aging Cognition -- Restricting the Range -- Learning Two Languages -- 4 Language in the Mind -- In Search of Representations -- Thinking Observed -- Behavioral Evidence -- Beyond Methodology -- Adults and the Problem of Concepts -- Types of Bilinguals -- Storing Languages and Meanings -- Implications of Complex Representation -- Children, Language, and Thought -- One Language, One Mind -- Separated at Birth -- Developing the Systems -- Representing Two Languages -- Interpreting the Evidence -- Toward Distinct Representations -- 5 Thinking About Language -- Defining "Metalinguistic" -- Metalinguistic Knowledge -- Metalinguistic Ability -- Metalinguistic Awareness -- The Relevance of "Meta" for Second-Language Acquisition -- Metalinguistic: The Process -- Identifying Processing Components -- Demands of Metalinguistic Tasks -- Is It Better with Two Languages?.

Word Awareness -- Syntactic Awareness -- Phonological Awareness -- Interpreting the Research -- Applying the Framework -- Why the Difference? -- 6 Link to Literacy -- First Steps -- Background Preparation -- Social Context of Reading -- Cognitive Prerequisites -- The Invariance of Symbolic Notations -- Correspondence Rules for Understanding Print -- Early Reading -- The Role of Phonological Awareness -- Bilinguals and the Awareness of Sounds -- Advantages in Phonological Awareness -- The Language Connection -- It's Just Easier -- Fluent Reading -- Factors in Second-Language Reading -- Decoding the Text -- The Difference in Reading -- 7 Beyond Language -- Bilinguals and Intelligence -- What Is Intelligence? -- The Processes of Intelligence -- Languages and Cognition -- Groundwork for Interactions -- The Style of Cognition -- Field Dependence-Independence -- The Symbol Basis of Quantity -- Numbers and Numerals: The Basis of Quantity -- Computation and Quantity -- Concepts and Creativity -- Problem-Solving in Bilingual Children -- Conceptualization in a Sorting Task -- Piecing It Together -- Pattern of Results -- Toward an Explanation -- The Source of Inhibition -- 8 The Extent of the Bilingual Mind -- A Matter of Class -- Socioeconomics and Learning -- A Bilingual Disadvantage? -- Time, Timing, and Timeliness -- One at a Time? -- The Learning Latency -- Into the Future -- Educating Children -- Bilingual Education -- Relationship to Achievement -- Who Am I? -- Lessons for Cognition -- Language -- Cognition -- Brain -- Finally -- References -- Index.