Language in Interaction -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- List of contributors -- Introduction: Language acquisition in interaction -- References -- Part 1. The social and interactional nature of language input (five papers) -- Conversational input to bilingual children -- Conditions of child first language acquisition -- First language success -- Bilingual development -- Factors in successful child bilingualism -- Age and stage in BFLA -- Contexts for learning -- Instructional exchanges -- Bilingualism in the home -- Contrasts of setting -- Pragmatic skills -- Learning conversational discourse -- Speech acts -- Meaningful code-switching -- Speech event structure -- Summary -- References -- Social environments shape children's language experiences, strengthening language processing and building vocabulary -- Social environments shape children's language experiences, strengthening language processing and building vocabulary -- 1. Sources of variability in children's language learning -- 2. What is processing efficiency? And why does it matter? -- What is fluency in understanding? -- Stability and predictive validity of online processing measures -- 3. SES-differences in language processing skill -- 4. Where do these differences come from? -- 5. Conclusions -- References -- The interactional context of language learning in Tzeltal -- Introduction -- Word learning in a pragmatic context -- Tzeltal caregiver-child interactions -- Prelinguistic babies (age 0 -- 9 - 1 -- 5): The many functions of 'eh' and 'hm' -- Beginning to speak (age 1 -- 6 - 2 -- 6) -- Discussion -- References -- Conversation and language acquisition -- The unique properties of conversational exchanges -- Motivation to communicate -- Information about partners -- Information about language meaning and structure.

Information about language use -- The emergence of new joint events -- The effects of conversational exchanges -- Immediate effects: Continuing the topic of the conversation -- Immediate effects: Increased matching -- Long-term effects of conversational exchanges -- Child-directed speech and conversational exchanges -- Concluding remarks -- References -- Taking the floor on time -- Introduction -- Turn timing -- Marking delays in children's conversation -- Delay marking at home -- General discussion -- References -- Part 2. The role of paralinguistic information in language learning (three papers) -- Temporal synchrony in early multi-modal communication -- A personal note -- Introduction -- Stages of gesture-speech development -- Data -- Participants -- Data analysis -- Synchronization -- The findings -- Brailey -- Caitlin -- Chera -- Fiona -- Lette -- Implications of gesture-word synchrony -- Concluding remarks -- References -- Shared attention, gaze and pointing gestures in hearing and deaf children -- A personal note -- Introduction -- Gaze in hearing and deaf children -- Pointing in hearing and deaf children -- Shared attention, gaze and pointing in two longitudinal follow-ups -- The data -- Comparing children's acquisition of LSF and French -- Talkativeness in the two children -- Pointing and gaze in Madeleine and Charlotte's data -- Quantitative use of pointing gestures in Madeleine and Charlotte's data -- Use of gaze during pointing events in Charlotte and Madeleine's data -- Use of vocal and verbal productions during pointing events in Madeleine's data -- Conclusions -- References -- How gesture helps children learn language -- A personal note -- Gesture selectively predicts different linguistic milestones -- Words: nouns and verbs -- Onset of sentences -- Onset of different constructions -- Fleshing out constructions.

The mechanisms underlying gesture's role in language learning -- Gesture provides opportunities to practice conveying meanings -- Gesture elicits timely speech from listeners -- Gesture as a diagnostic tool for language delay -- Conclusion -- References -- Part 3. Pragmatic forces in language learning (six papers) -- Referential pacts in child language development -- Referential pacts -- Referential pacts in adults -- Theoretical accounts of referential pacts phenomena -- Children's understanding of reference -- Children's sensitivity to referential pacts -- Future directions -- References -- "We call it as puppy" -- Introduction -- Study 1: Pragmatic differentiation in three contexts -- Study 2: Parental metalinguistic cues regarding language differentiation -- Conclusions -- References -- Learning words through probabilistic inferences about speakers' communicative intentions -- Introduction -- A taxonomy of models of word learning -- A formal framework for cross-situational learning -- Basic cross-situational learning -- Differentiating associative and intentional models -- Adding social information -- Adding pragmatic inference to intentional models -- Modeling pragmatic disambiguation of reference -- Using informativeness to learn words -- Conclusions -- References -- Word order as a structural cue and word reordering as an interactional process in early language acquisition -- Introduction -- Word order as a structural cue to participant roles in events -- Word order flexibility as an indicator of information structure in discourse -- Final remarks -- References -- The discourse basis of the Korean copula construction in acquisition -- Preface -- Introduction -- A discourse-based approach to constructions -- Prior research on English -- The Korean copula construction -- Research questions -- Methodology -- Results.

Developmental changes in form -- Developmental changes in interactional roles -- Developmental changes in function -- Subject forms -- Morphological markers -- Predicate nominal -- Copula -- Discussion and conclusions -- References -- Emergent clause-combining in adult-child interactional contexts -- A personal note from Ruth Berman -- 1. Introduction -- 2. The study -- 2.1 Data-Base -- 2.2 Categories of analysis -- 3. Results -- 3.1 From juvenile to canonic CC -- 3.2 Supportive contexts in early clause-combining -- 4. Discussion -- References -- Part 4. Interactional effects on language structure and use (three papers) -- Analytic and holistic processing in the development of constructions -- Introduction -- 1. Defining analyzability and compositionality -- 2. Holistic meaning overrides compositional meaning -- 3. An expanding construction: Stage 1 -- 4. Further expansion: Stage 2 -- 5. Conclusion: Word meaning and constructional meaning -- References -- From speech with others to speech for self -- Functions of inner speech -- Forms of conversational acts in the externalized dramas -- Assertion and denial -- Threats -- Insults -- Agreement, reconciliation, reciprocity -- Self as referent -- Outside observer as critical voice -- Fantasy narratives -- Contents of conversational acts: Dominant themes -- Exploration of causes of emotional states -- Concerns, with violence, killing, and death -- Precursors: Foundations of fantasy play -- Pretense: Fantasy, and reality -- Awareness of inner voice and other minds -- Discussion -- References -- How to talk with children -- Introduction -- Adult speech to children -- Clarity in speaking to children -- Conversation with children -- Grounding in conversation -- Evidence of understanding -- Patterns of repairs -- Grounding in full dialogues -- Conversations with children -- Pursuit of mutual understanding.

Varieties of grounding -- Tracking a child's language abilities -- Learning to talk with children -- Postscript -- References -- Index.