International Handbook of Language Acquisition  book cover
1st Edition

International Handbook of Language Acquisition

ISBN 9781138087217
Published May 14, 2019 by Routledge
586 Pages

FREE Standard Shipping
USD $280.00

Prices & shipping based on shipping country


Book Description

How do children acquire language? How does real life language acquisition differ from results found in controlled environments? And how is modern life challenging established theories? Going far beyond laboratory experiments, the International Handbook of Language Acquisition examines a wide range of topics surrounding language development to shed light on how children acquire language in the real world.

The foremost experts in the field cover a variety of issues, from the underlying cognitive processes and role of language input to development of key language dimensions as well as both typical and atypical language development. Horst and Torkildsen balance a theoretical foundation with data acquired from applied settings to offer a truly comprehensive reference book with an international outlook.

The International Handbook of Language Acquisition is essential reading for graduate students and researchers in language acquisition across developmental psychology, developmental neuropsychology, linguistics, early childhood education, and communication disorders.

Table of Contents


SECTION 1: Foundations of Language Acquisition

Chapter 1: Research on first language acquisition: A brief history

Eve V. Clark, Stanford University, USA

Chapter 2:     The neural bases of language acquisition

Angela Friederici, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany

Jens Brauer, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany

Chapter 3:     The genetics of language acquisition

Hayley S. Mountford, Oxford Brookes University, UK

Dianne F. Newbury, Oxford Brookes University, UK

Chapter 4:     Statistical learning approaches to studying language development

Ryan A. Cannistraci, University of Tennessee, USA

Rodrigo Dal Ben, Federal University of São Carlos, Brazil

Ferhat Karaman, University of Tennessee, USA

Sara Parvanezadeh Esfahani, University of Tennessee, USA

Jessica F. Hay, University of Tennessee, USA

Chapter 5: Computational and robotic models of early language development: A review

Pierre-Yves Oudeyer, Inria and Ensta ParisTech, France

George Kachergis, Stanford University, USA

William Schueller, Inria and University of Bordeaux, France

Chapter 6: Building the foundations of language: Mechanisms of curiosity-driven learning

Katherine E. Twomey, University of Manchester, UK

Gert Westermann, Lancaster University, UK

Chapter 7:     Visual objects as they are encountered by young language learners 

Hanako Yoshida, University of Houston, USA

Caitlin Fausey, University of Oregon, USA

Chapter 8:     A role for sleep in understanding language acquisition

Rebecca Gómez, University of Arizona, USA

Katherine Esterline, University of Arizona, USA

SECTION 2: Dimensions of Language Learning

Chapter 9:     Speech perception and discrimination: From sounds to words

Caroline Junge, Utrecht University, the Netherlands

Natalie Boll-Avetisyan, University of Potsdam, Germany   

Titia Benders, Macquarie University, Australia

Chapter 10:   Advances in early speech production: Interactions with maturation, perception and learning

Marilyn Vihman, University of York, UK

Chapter 11:   Learning, recognizing and extending the meanings of words

Lynn K. Perry, University of Miami, USA

Jessica S. Horst, University of Sussex, UK

Chapter 12:    Learning language from the use of gestures

Katharina J. Rohlfing, University of Paderborn, Germany

Chapter 13:   Pragmatic development: Learning to use language to communicate

Ingrid Lossius Falkum, University of Oslo, Norway       

Chapter 14:   The role of input on syntax and morphology acquisition: Evidence from production

Amanda Owen Van Horne, University of Delaware, USA

Chapter 15:    Learning language is learning typology: Acquisition of argument structure and relative clauses in typologically diverse languages

Deniz Özkan, Koç University, Turkey

Berna A. Uzundag, Koç University, Turkey

Aylin C. Küntay, Koç University, Turkey

Chapter 16:   Language development in simultaneous bilinguals: The early years

Fred Genesee, McGill University, Canada

SECTION 3: Individual Differences in Language Development

Chapter 17: Individual differences in language acquisition

Courtenay Norbury, University College London, UK

Chapter 18:   Developmental language disorder

J. Bruce Tomblin, University of Iowa, USA

Chapter 19: Speech sound disorders in children

Sharynne McLeod, Charles Stuart University, Australia

Sarah Masso, University of Sydney, Australia

Chapter 20:   Language abilities and language growth in children with hearing loss

Teresa Y. C. Ching, National Acoustic Laboratories, Australia

Linda Cupples, Macquarie University, Australia

Vicky W. Zhang, National Acoustic Laboratories, Australia

Chapter 21:   Language acquisition in children with autism spectrum disorder

Calum Hartley, Lancaster University, UK

SECTION 4: Language Development in Everyday Situations

Chapter 22: Young children’s word learning through overhearing: Next steps

Nameera Akhtar University of California, Santa Cruz, USA

Jackson Tolins University of California, Santa Cruz, USA

Jean E. Fox Tree University of California, Santa Cruz, USA

Chapter 23: Learning language in the context of play

Catherine S. Tamis-LeMonda, New York University, USA

Jacob Schatz, New York University, USA

Chapter 24: Learning language from books

Elaine Reese, University of Otago, New Zealand

Chapter 25: Using digital media to support language learning in early childhood

Gabrielle Strouse, University of South Dakota, USA

Chapter 26: The co-development of vocabulary and reading comprehension

Richard K. Wagner, Florida State University and Florida Center for Reading Research, USA

Jamie M. Quinn. Florida State University and Florida Center for Reading Research, USA

Chapter 27: The early steps in becoming a writer: Enabling participation in a literate world

Rui A. Alves. University of Porto, Portugal








View More



Jessica S. Horst is a Reader in Developmental Psychology at the University of Sussex.

Janne von Koss Torkildsen is Professor in speech-language pathology at the University of Oslo.