Chapter 9 Language Diversity

Question 1

communicative accommodations

Answer 1

the way in which a culture produces infant-directed speech. It can range from highly child centered to highly situation centered

Question 2

dialects

Answer 2

regional or social varieties of a language that differ in terms of pronunciation, vocabulary, and grammar from one another.

Question 3

accents

Answer 3

variety of language that differ solely on pronunciation.

Question 4

pidgins

Answer 4

simplified type of language that develops when speakers who don’t share a common language come into prolonged contact.

utilize the lexicon of the most dominant of the two languages and the phonology and syntactic structure of the less dominant language.

Question 5

creoles

Answer 5

pidgins become creoles when speakers pass them down through generations as a first language.

continue to evolve and become more elaborate and stable with each new generation of native speakers

Question 6

spatial modilations

Answer 6

grammatical elements that appear in all sign and spoken languages ant perform functions such as indicating number, location, time, and the subject or object of a verb.

Question 7

dual language learners

Answer 7

people who acquire two or more languages throughout the course of their lives

Question 8

bilingualism

Answer 8

the process whereby children essentially acquire two first languages

21% of people 5yrs and up speak a language other than English at home.

Question 9

multilingualism

Answer 9

acquire more than two first languages

Question 10

simultaneous bilingualism

Answer 10

acquiring two or more languages from birth, or simultaneously.

Question 11

majority ethnolinguistic community

Answer 11

a group of people who speak a language that the majority of people in an area value and assign high social status.
Example: English in USA

Question 12

minority ethnolinguistic community

Answer 12

a group of people who speak a language that few people in the community speak or value.
Example: Japanese in the USA

Question 13

sequential bilingualism

Answer 13

learn two first languages in succession, usually within the first three years of life before developing proficiency in the first of the two languages.

Question 14

unitary language system hypothesis

Answer 14

the idea that bilingual children have a single language system that eventually splits into two.

children are NOT bilingual until they successfully differentiate between the two languages

Question 15

dual language system hypothesis

Answer 15

does not presuppose that children move through stages whereby they come to differentiate between two languages.

bilingual children establish two separate language systems from the onset of language acquisition

recent research favors this one

Question 16

code switching

Answer 16

speakers alternate between languages when they have more than one language in common

Question 17

code switching

intrautterance mixing

Answer 17

alteration occurs within a single utterance.

“We play mommies, daddies, babies, hermanas.”

Question 18

code switching

interutterance mixing

Answer 18

alteration occurs between utterances

used more by kids than intrautterance mixing, especially in the one-word and two-word stages of development

Question 19

code switching

intrasentential mixing

Answer 19

alteration occurs within one sentence

Question 20

code switching

intersentetial mixing

Answer 20

alternation occurs between sentences

Question 21

reasons for code switching

Answer 21

1-fill in lexical or grammatical gaps
lack translation equivalent for a word, no matter
whether using more proficient or less proficient LA.
2- Pragmatic effect ( emphasis importance of what they
are saying.
3- social norms of the community- to prove they belong.

Question 22

second language acquisition

SLA or L2 acquisition

Answer 22

the process by which children who have already established a solid foundation in their first language (L1) learn an additional language.

Question 23

transfer

Answer 23

the influence of one’s L1 on his/her L2 development

Question 24

interlanguage

Answer 24

the language system speakers crate during second language (L2) acquisition. It includes elements of the first language (L1) and the L2 as well as elements found in neither of the two languages.
Example: L1 phonology combined with L2 syntax such as “I bringing not the children” by a speaker with German as the L1 and English as the L2

Question 25

language stabilization

Answer 25

in second language acquisition, when the interlanguage stops evolving and L2 learners reach a plateau in their language development.

Question 26

language fossilization

Answer 26

don’t use this term. To say their learning is fossilized (they can’t learn more).

Question 27

overgeleralization

Answer 27

overextends rules of L1. ( irregular past tense)

Question 28

formulaic language

Answer 28

an L2 learner’s use of certain language routines or phrases that exist as a unit rather that as individual pieces the learner compiles for meaning.

Example (How do you say…? or I don’t know)

Question 29

avoidance

Answer 29

a common developmental process in second language acquisition that describes when a learner avoids using sounds, words, or grammatical constructions he or she finds difficult or does not know.

Question 30

ESL

Answer 30

English as a second language

learning English as a second language while living in context of an English speaking country.

Question 31

ELL Or EL

Answer 31

English Language Learner

term used to describe children identified as having limited English proficiency.

Question 32

EFL

Answer 32

English as a foreign language

living in another country that doesn’t speak English and taking a English learning class.

Question 33

Four stages in L2 development

Answer 33

1. Home language stage
   using home language (L1) at school where others
   don’t speak it.
2. Nonverbal period
   produce little to no language
   use gestures
   older kids will stay here a few weeks- a few months
   younger kids, a bit longer
3. Telegraphic and formulaic use
   simple phrases they have memorized
   imitate/ single word to label things
   requesting, negating, affirming, and commenting
4. Language productivity
   not proficient speakers of L2, but communication is
   expanding (SOV- subject, object, verb sentences)
   General all-purpose verbs (GAP) “make.” “do,” “go”