Based on a definition of bilingualism as the regular alternating use of at least two languages (Marian, 2022; Berthelet, 2021; Grosjean, 2010, 1993), which varies throughout life, depending on age, context and life imperatives (Treffers-Daller, 2019), the BILBIO project explores the contribution of language biography in bilingual dyads, children-parents or teenage-parents. By placing family bilingualism (De Houwer, 2006) at the heart of the issues involved in language transmission, and by giving importance to the bilingual experience of children or adolescents, the study aims to document the child's environment using parental questionnaires, making it possible to explore psycholinguistic information, while understanding representations of bilingualism through family language practices and the bilingual experience of children or adolescents.
Data will first be collected from parent-child/adolescent dyads in order to categorise different types of information: demographic, psycholinguistic and sociolinguistic. Secondly, relationships will be sought between the different descriptive categories (skills, exposure, linguistic dominance, emotion management, markers of linguistic identity), either in the parents or the children/adolescents, or by comparing the responses of the parents and the children/adolescents. Designed on a mixed model, the method is based on quantitative and qualitative data.
Development Neurocognition Disorders
Linguistic Diversity and its Sources
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