ONE PARENT ONE LANGUAGE -- Table of Contents -- Figures and Tables -- Preface -- 1. The Acquisition of two Languages in Early Childhood -- 1.1 Introduction -- 1.2 Bilingualism in early childhood -- 1.2.1 Definition of bilingualism -- 1.2.2 Attitudes to bilingualism -- 1.2.3 Developmental effects -- 1.2.4 Linguistic development -- 1.2.5 Mixing and interference -- 1.2.6 Code switching -- 12.7 A different approach -- 1.3 Establishing bilingualism in the home -- 1.3.1 Patterns of exposure -- 1.3.2 Cases of young children becoming productive bilinguals -- 1.3.3 Cases of young children becoming receptive hilinguals -- 1.3.4 Difficulties in establishing productive bilingualism -- 1.4 Aims of this study -- 2. The Sample -- 2.1 Introduction -- 2.2 Data collection -- 2.3 Processing of data -- 2.4 The transcripts -- 2.5 The children's language -- 2.5.1 Auditory comprehension test -- 2.5.2 Language choice -- 2.5.3 Language progression -- 2.5.4 Refusal to speak German -- 2.5.5 Evaluation -- 2.6 Analysis of the data -- 3. The Language Environment -- 3.1 Introduction -- 3.2 Language maintenance among German-Australians -- 3.3 Factors promoting individual bilingualism -- 3.4 The children's language environments -- 3.4.1 Contact with German -- 3.4.2 Necessity to become bilingual -- 3.4.2.1 Consistency of parents' language choice -- 3.4.2.2 Parents' insistence on the 'one parent-one language' principle -- 3.4.3 Parents' attitudes -- 3.5 Discussion of each individual family -- 3.5.1 Alice -- 3.5.2 Keith -- 3.5.3 Jacob -- 3.5.4 Agnes -- 3.5.5 Fiona -- 3.5.6 Trudy -- 3.6 Conclusions -- 4. Discourse Structures -- 4.1 Introduction -- 4.2 The discourse model -- 4.2.1 Studies on parent-child verbal interaction -- 4.2.2 The theoretical framework -- 4.2.3 Adaptation of the discourse model by Stubbs -- 4.2.4 Adaptation of the discourse model by Keenan and Schieffelin.

4.2.5 The integrated model -- 4.2.6 Internationally relevant clusters of moves -- 4.3 Discourse structures in the families -- 4.3.1 Comparison across the sample -- 4.3.2 Discussion of each individual family -- 4.3.2.1 Alice -- 4.3.2.2 Keith -- 4.3.2.3 Jacob -- 4.3.2.4 Agnes -- 4.3.2.5 Fiona -- 4.3.2.6 Trudy -- 4.3.3 Cross-sectional results -- 4.4 Conclusions -- 5. Teaching Techniques -- 5.1 Introduction -- 5.2 Parents as teachers -- 5.2.1 Theoretical discussion -- 5.2.2 The concept of "teaching technique" -- 5.2.3 The relevance of teaching techniques for bilingual families -- 5.3 Method -- 5.4 Parental teaching behaviour -- 5.4.1 Comparison across the sample -- 5.4.1.1 No teaching oriented utterances -- 5.4.1.2 Teaching techniques with unspecified goals -- 5.4.1.3 Specified teaching techniques -- 5.4.1.4 The special role of the technique of translation -- 5.4.1.5 Specified teaching techniques minus translation and request for translation -- 5.4.1.6 Vocabulary perseveration -- 5.4.1.7 Rehearsing -- 5.4.1.8 Self-repetition -- 5.4.7.9 Patterning -- 5.4.1.10 Modelling -- 5.4.2 Discussion of each individual family -- 5.4.2.1 Alice -- 5.4.2.2 Keith -- 5.4.2.3 Jacob -- 5.4.2.4 Agnes -- 5.4.2.5 Fiona -- 5.4.2.6 Trudy -- 5.5 Conclusions -- 6. Summary and Conclusions -- 6.1 Introduction -- 6.2 Summary of results -- 6.2.1 Children s linguistic proficiency -- 6.2.2 The macro-linguistic environment -- 6.2.3 The micro-linguistic environment (1): discourse structures -- 6.2.4 The micro-linguistic environment (2): teaching techniques -- 6.2.5 Lack of threshold levels -- 6.3 Determining factors for the individual children's degree of bilingualism -- 6.3.1 Alice -- 6.3.2 Keith -- 6.3.3 Jacob -- 6.3.4 Agnes -- 6.3.5 Fiona -- 6.3.6 Trudy -- 6.4 Relationship between results and hypotheses -- 6.4.1 Differences between fathers and mothers.

6.4.2 Children's orientation on the interactionally more child centred parent -- 6.4.3 Children's orientation on the more didactic parent -- 6.4.4 Relation between parents' insistence on the minority language and its active acquisition by the children -- 6.4.5 Fathers' tendency to provide higher quality of interaction than mothers -- 6.5 Four years later -- 6.6 General issues -- 6.6.1 Direction of influence -- 6.6.2 Value of becoming a passive bilingual -- 6.6.3 Differences between first- and later-born children -- 6.6.4 Parental effort in raising children bilingually -- Notes -- References -- APPENDIX: Transcription Symbols -- Index.