‘Why do we know Hebrew and they do not know Arabic?’ Children’s meta-linguistic talk in bilingual preschool

References

• Amara, M. H. 2002. “The Place of Arabic in Israel.” International Journal of the Sociology of Language 158: 53–68.
   Google Scholar
• Aukrust, V. G. 2001. “Talk Focused Talk in Preschools – Culturally formed Socialization for Talk.” First Language 21: 57–82. doi: 10.1177/014272370102106103
   Google Scholar
• Aukrust, V. G., and C. E. Snow. 1998. “Narratives and Explanations During Mealtime Conversations in Norway and the U.S.” Language in Society 27: 221–246. doi: 10.1017/S0047404500019862
   Web of Science ®Google Scholar
• Avni-Shain. 2010. “An Importance of Conversation About Language in Children’s Talk.” In Kids Talk: Peer Talk Patterns of Communication, edited by S. Blum-Kulka and M. Hamo, 183–208. Tel-Aviv: The Center for Educational Technology. [in Hebrew]
   Google Scholar
• Berry, J. W. 2003. “Conceptual Approaches to Acculturation.” In Acculturation: Advances in Theory, Measurement, and Applied Research, edited by K. M. Chun, P. B. Organista, and G. Marín, 17–37. Washington, DC: American Psychological Association.
   Google Scholar
• Blum-Kulka, S. 1997. Dinner-talk: Cultural Patterns of Sociability and Socialization in Family Discourse. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Blum-Kulka, S., and N. Gorbatt. 2014. “‘Say Princess’: The Challenges and Affordances of Young Hebrew L2 Novices’ Interaction with their Peers.” In Peer Talk and Peer Learning in First and Second Language, edited by A. Cekaite, S. Blum-Kulka, V. Grøver, and E. Teubal, 193–213. Cambridge: Cambridge University Press.
   Google Scholar
• Blum-Kulka, S., D. Huck-Taglicht, and H. Avni. 2004. “The Social and Discursive Spectrum of Peer Talk.” Thematic Issue of Discourse Studies: Peer Talk and Pragmatic Development 6 (3): 307–328.‏ doi: 10.1177/1461445604044291
   Google Scholar
• Blum-Kulka, S., and K. Snow. 2004. “Introduction: The Potential of Peer Talk.” Thematic Issue of Discourse Studies: Peer Talk and Pragmatic Development 6 (3): 291–306. doi: 10.1177/1461445604044290
   Google Scholar
• Broner, M., and E. Tarone. 2001. “Is It Fun? Language Play in a Fifth-grade Spanish Immersion Classroom.” The Modern Language Journal 85 (3): 364–379. doi: 10.1111/0026-7902.00114
   Web of Science ®Google Scholar
• Carlo, M., D. August, B. McLaughlin, C. Snow, D. Dressler, D. Lippman, T. Lively, and C. White. 2004. “Closing the Gap: Addressing the Vocabulary Needs of English Language Learners in Bilingual and Mainstream Classrooms.” Reading Research Quarterly 39 (2): 188–206. doi: 10.1598/RRQ.39.2.3
   Web of Science ®Google Scholar
• Cekaite, A., and K. Aronsson. 2004. “Repetitions and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom." Discourse Studies 6 (3): 373–392. doi: 10.1177/1461445604044295
   Web of Science ®Google Scholar
• Cekaite, A., and K. Aronsson. 2005. “Language Play, a Collaborative Resource in Children’s L2 Learning.” Applied Linguistics 26: 169–191. doi: 10.1093/applin/amh042
   Web of Science ®Google Scholar
• Cekaite, A., and K. Aronsson. 2014. “Language Play, Peer Group Improvisations, and L2 Learning.” In Peer Talk and Peer Learning in First and Second Language, edited by A. Cekaite, S. Blum-Kulka, V. Grøver, and E. Teubal, 193–213. Cambridge: Cambridge University Press.
   Google Scholar
• Creese, A. 2008. “Linguistic Ethnography.” In Encyclopedia of Language and Education, 2nd edition, Volume 10: Research Methods in Language and Education, edited by K. A. King and N. H. Hornberger, 229–241. New York: Springer.
   Google Scholar
• Elkonin, D. B. 1971. “The Development of Speech.” In The Psychology of Preschool Children, edited by A. V. Zaporozhets and D. B. Elkonin, 111–185. Cambridge: MIT Press.
   Google Scholar
• Evaldsson, A.-C. 2005. “Staging Insults and Mobilizing Categorizations in a Multiethnic Peer Group.” Discourse and Society 16 (6): 763–786. doi: 10.1177/0957926505056663
   Web of Science ®Google Scholar
• Fishman, J. 1965. “Who Speaks What Language to Whom and When.” La Linguistique 2: 65–88.
   Google Scholar
• Freeman, R. 2007. “Reviewing the Research on Language Education Programs.” In Bilingual Education: An Introductory Reader, edited by O. Garcia and C. Baker, 3–18. Clevedon: Multilingual Matters.
   Google Scholar
• Goodwin, M. H., and A. Kyratzis. 2011. “Peer Socialization.” In The Handbook of Language Socialization, edited by A. Duranti, E. Ochs, and B. Schieffelin, 365–390. Malden, MA: Blackwell Publishing Limited.
   Google Scholar
• Gorbatt-Brodstein, N. 2012. “ Between Two Languages: Language, Society and Culture in Natural Discourse Between Young Immigrants and their Peers in Preschool.” PhD thesis, Hebrew University.
   Google Scholar
• Hamo, M., and S. Blum-Kulka. 2007. “Apprenticeship in Conversation and Culture: Emerging Sociability in Preschool Peer Talk." In The Cambridge Handbook of Social-Cultural Psychology, edited by J. Valsiner and A. Rosa, 423–444. Cambridge: Cambridge University Press.
   Google Scholar
• Hickey, T. M., G. Lewish, and C. Baker. 2014. “How Deep Is Your Immersion? Policy and Practice in Welsh-medium Preschools with Children from Different Language Backgrounds.” International Journal of Bilingualism and Bilingual Education 17 (2): 215–234. doi: 10.1080/13670050.2013.866629
   Web of Science ®Google Scholar
• Jakobson, R. 1960. “Closing Statement: Linguistics and Poetics.” In Style in Language, edited by T. A. Sebeok, 350–377. Cambridge: MIT Press.
   Google Scholar
• Kenner, C., E. Gregory, M. Ruby, and S. Al-Azami. 2008. “Bilingual Learning for Second and Third Generation Children.” Language, Culture and Curriculum 21 (2): 120–137. doi: 10.2167/lcc370.0
   Web of Science ®Google Scholar
• Lam, K., X. Chen, E. Geva, Y. Luo, and H. Li. 2012. “The Role of Morphological Awareness in Reading Achievement among Young Chinese-speaking English Language Learners: A Longitudinal Study.” Reading & Writing 25 (8): 1847–1872. doi: 10.1007/s11145-011-9329-4
   Web of Science ®Google Scholar
• Lanza, E. 2007. “Multilingualism in the Family.” In Handbook of Multilingualism and Multilingual Communication, edited by A. Peter and W. Li, 45–67. Berlin: Mouton de Gruyter.
   Google Scholar
• Mackey, A., and S. M. Gass. 2005. Second language research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Maybin, J., and K. Tusting. 2011. “Linguistic Ethnography.” In Routledge Handbook of Applied Linguistics, edited by J. Simpson, 515–528. London: Routledge.
   Google Scholar
• Mor-Sommerfeld, A., F. Azaiza, and R. Hertz-Lazarowitz. 2007. “Into the Future – Towards Bilingual Education in Israel.” Education, Citizenship, Society Journal 2 (1): 5–22. doi: 10.1177/1746197907072123
   Google Scholar
• Nagy, W. E., G. E. García, A. Y. Durgunoglu, and B. J. Hancin-Bhatt. 1993. “Cross-language Transfer of Lexical Knowledge: Bilingual Students’ Use of Cognates.” Journal of Reading Behavior 25: 241–259.
   Web of Science ®Google Scholar
• Nagy, W., V. Berninger, and R. Abbott. 2006. “Contributions of Morphology Beyond Phonology to Literacy Outcomes of Upper Elementary and Middle School Students.” Journal of Educational Psychology 98: 134–147. doi: 10.1037/0022-0663.98.1.134
   Web of Science ®Google Scholar
• Ninio, A., and C. E. Snow. 1996. Pragmatic Development. Boulder, CO: Westview Press.
   Google Scholar
• Palvianen, Å., and S. Boyd. 2013. “Unity in Discourse, Diversity in Practice: The One Person One Language Policy in Bilingual Families.” In Successful Family Language Policy. Parents, Children and Educators in Interaction, edited by M. Schwartz and A. Verschik, 223–248. Dordrecht: Springer.
   Google Scholar
• Philp, J., R. Oliver, and A. Mackey. 2008. “Child’s Play? Second Language Acquisition and the Younger Learner in Context.” In Second Language Acquisition and the Young Learner: Child’s Play? edited by J. Philp, R. Oliver, and A. Mackey, 3–23. Amsterdam: John Benjamins.
   Google Scholar
• Rampton, B., K. Tusting, J. Maybin, R. Barwell, A. Creese, and V. Lytra. 2004. “ UK Linguistic Ethnography: A Discussion Paper.” http://www.ling-ethnog.org.uk/documents/papers/ramptonetal.
   Google Scholar
• Sacks, H. 1972. “On the Analyzability of Stories by Children.” In Directions in Sociolinguistics: The Ethnography of Communication, edited by J. J. Gumperz and D. Hymes, 325–345. New York: Rinehart and Winston.
   Google Scholar
• Schegloff, E. A. 2007. “A Tutorial on Membership Categorization.” Journal of Pragmatics 39 (3): 462–482. doi: 10.1016/j.pragma.2006.07.007
   Web of Science ®Google Scholar
• Schieffelin, B. B., and E. Ochs. 1986. “Language Socialization.” Annual Review of Anthropology 15: 163–191. doi: 10.1146/annurev.an.15.100186.001115
   Web of Science ®Google Scholar
• Schwartz, M., and A. Asli. 2014. “Bilingual Teachers’ Language Strategies: The Case of an Arabic-Hebrew Kindergarten in Israel.” Teaching and Teacher Education 38: 22–32. doi: 10.1016/j.tate.2013.10.013
   Web of Science ®Google Scholar
• Schwartz, M., V. Moin, and M. Klayle. 2013. "The Motives and Outcomes of Parents’ Choice of a Bilingual Hebrew-Arabic Kindergarten for their Children." In Successful Family Language Policy: Parents, Children and Educators in Interaction, edited by M. Schwartz and A. Verschik, 23–51. Dordrecht: Springer.
   Google Scholar
• Spolsky, B. 2009. Language Management. Cambridge: Cambridge University Press.
   Google Scholar
• Spolsky, B., and E. Shohamy. 1999. The Languages of Israel: Policy, Ideology and Practice. Clevedon: Multilingual Matters.
   Google Scholar
• Swain, M. 2000. “The Output Hypothesis and Beyond: Mediating Acquisition Through Collaborative Dialogue.” In Sociocultural Theory and Second Language Learning, edited by J. P. Lantolf, 97–114. Oxford: Oxford University Press.
   Google Scholar
• Swain, M., L. Brooks, and A. Tocalli-Beller. 2002. “Peer-Peer Dialogue as a Means of Second Language Learning.” Annual Review of Applied Linguistics 22: 171–185. doi: 10.1017/S0267190502000090
   Google Scholar
• Tabors, P. 1997. One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language. Baltimore, MD: Paul H. Brookes Publishing.
   Google Scholar
• Tunmer, W. E., and M. L. Herriman. 1984. “The Development of Metalinguistic Awareness: A Conceptual Overview.” In Metalinguistic Awareness in Children, edited by W. E. Tunmer, C. Pratt, and M. L. Herriman, 1–22. New York: Springer-Verlag.
   Google Scholar
• Whitely, M. S. 2002. Spanish English contrasts: A course in Spanish linguistics. 2nd ed. Washington, DC: Georgetown University Press.
   Google Scholar