Test #3 Flashcards
Dialect
regional or social varieties of language that differ from one another in terms of their pronunciation, vocab, and grammar
Accent
varieties of language that differ solely in pronunciation
pidgin
simplified type of language that develops when speakers who do not share a common language come into prolonged contact
bilingualism
process whereby children acquire 2 first languages
multilingualism
the acquisition of more than 2 first languages
simultaneous bilingualism
child acquires two or more languages from birth or simultaneously(at the same time)
sequential bilingualism
child acquires 2 first languages in succession(one after the other)
code switching
speakers who have more than one language alternate between the languages
second language acquisition
(L2) which is the process by which children who have already established a solid foundation in their first language(L1) learn an additional language
transfer
influence of ones L1 on their L2 development
interlanguage
the learners’ evolving second language knowledge, patterns, and rules
language stabilization
interlanguage stops evolving and L2 learners reach a plateau in their language development
overgeneralization
situations when a learner incorrectly extends or applies rules in the L2 (“drinked it”)
formulaic language
a learners use of certain language routines or phrases that exist as a unit rather than individual pieces the learner compiles for meaning
avoidance
a learner avoids using sounds/words/grammatical construction he/she finds to be difficult or doesnt know
English as a second language
a person who speaks a first language other than english then learns english in the context of an english speaking country
english language learner
used to describe someone learning english, usually have limited english proficiency
english as a foreign langauge
children/adults learn english in a non-english speaking country
Know characteristics of a child-centered communicative accommodation and situation centered
-Child-centered: Adult takes child perspective to increase production and understanding, May use slower pace and frequent repetition to promote understanding,
May use extension, rephrasing to promote production, Uses child centered topics, Engages with child frequently in conversation
-Situation-centered: Adult expects child to accommodate to activities/person within specific situations, Adult uses registers appropriate for each situation
American English Regional Dialects
-Southern Dialects: Among the most recognizable varieties of American English
*Includes Appalachian English, Smoky Mountain dialect, South Carolina dialect, Texas English, New Orleans dialect, and Memphis dialect
*Differs in its phonology, grammar, and lexicon
*Some vowels pronounced the same way (pin/pen) sound the same
*“ride” becomes “raaad”, “rise” becomes “raaaz”
*Ya’ll or all y’all
*Use multiple modals (might could, might should)
*Fixin’ to
*Vocabulary-”Coke” to refer to carbonated beverage and “sub” to refer
to a sandwich
-Midwestern Dialects: Illinois, Ohio, Missouri, Michigan *Some claim to be accent free *Most typical of a “standard” American dialect *Tend to merge vowel sounds in words (Don And Dawn sound the same) *Cot/Caught merger *Grammatical features include the need/want/like + past participle (“the baby’s diaper needs changed” “the dog wants fed”
American English sociocultural dialects
-African American Vernacular English: *Emerged when people from Africa arrived in the US
*Many distinct phonological and grammatical regularities
*Reduce consonant clusters (old becomes ol, west becomes wes)
*Delete the suffix –s (50 cents becomes 50 cent, she drives becomes she drive)
*Delete the possessive suffix ‘s (my sister’s cat becomes my sister car)
*Phonological inversion (ask becomes aks)
*Habitual and temporary forms of the present progressive and copula be
-Chicano English: Dialect of people of Mexican ethnic origin (generally in CA and the Southwest)
*Final /z/ devoicing ( lies, toys)
*Using tense vowel /i/ in place of lax counterpart in words ending in –ing (pronouncing it as “eeeng”)
*Use intonation patterns characteristic of Spanish
*Use some Spanish words/phrases
Know modifications instructors can make to content to assist ELL students
1.Target both language objectives and content objectives in all lessons
2.Use clear and focused instruction and expectations that are systematic
3.Use visuals, charts, diagrams to promote comprehension
4.Use a student’s primary language for support (words that appear similar in L1 and L2)
5.Select reading material with content familiar to students
6.Provide opportunities for extra practice
Know reasons that bilingual individuals code switch
-1. To fill lexical or grammatical gaps
*Code switch more when using their less proficient language
*May code switch to draw on the strengths in their more proficient language when they lack grammar or vocabulary in their less proficient language
*Code switch more when they don’t know a translation equivalent for a word, regardless if using more/less proficient language
-2.For pragmatic effect
*Emphasize importance of what they’re saying
*To convey emotion
*To quote what someone else said in another language
-3. According to social norms of their community
*Children learn to follow the code switching patterns of the adults who surround them
Know what research states about instruction for English language learners
1.Teaching students to read in their L1 promotes higher levels of reading achievement in English
2.Principles of good instruction and curriculum for ELL students mirror principles of good instruction and curriculum for all students
3.When instructing ELL students in English, teachers must modify instruction in an effort to address students’ language limitations
lexical entry
collection of all the words in the language, “mental dictionary”
phonetically consistent form
wordlike productions children use consistently and meaningfully but do not approximate adult forms
transitional period
children adding conventional spelling rules and patterns to phonetics
referential gesture
indicate a precise referent and has stable meaning across different contexts (waving bye)
deictic gesture
meanings change depending on the context (pointing, showing)
phonological processes
systematic, rule governed patterns that characterize toddlers speech; ex- reduplication, assimilation, fronting
assimilation
process by which children change one sound in a syllable so it takes on the features of another sound in the same syllable (dog becomes gog)
fronting
replacing sounds produced farther back in the mouth with sounds produced farther forward in mouth (cake becomes take)
customary age of production
age by which 50% of children can produce a given sound in multiple positions in words in an adultlike why
age of mastery
age by which most children produce a sound in an adultlike manner
grammatical morphemes
inflections we add to words to indicate aspects of grammar (plural -s, possessive ‘s, past tense -ed, present progressive -ing)
MLU
calculation of the number of morphemes per utterance used to estimate the syntactic complexity of children’s utterances
conventionality
for children to communicate successfully, they must adopt the terms that people in their language community understand(blankie/blanket)
fast mapping
type of task in which the rate at which children map a new word to its referent is determined
overextension
three types(categorical, analogical, relational); ex- calling all four-legged animals a dog after learning the word dog
underextension
toddlers use words to refer to only a subset of possible referents
overlap
toddlers overextend a word in certain circumstances and underextend the same word in other circumstances
ecological validity
extent to which the data resulting from an assessment or an evaluation can be extended to multiple contexts, including childs home and daycare settings
phonology
rules of lang governing the sounds used to make syllables and words
morphology
rules of lang governing the internal organization of words
syntax
rules of lang governing internal organization of sentences
semantics
rules of lang governing the meaning of individual words and word combinations
pragmatics
rules of lang governing how lang is used for social purposes
phonological awareness
ability to focus on the sounds that make up syllables and words through implicit or explicit analysis
Know what is meant by The Quinean Conundrum
-the uncertainty surrounding the mapping of a word to its referent in the face of seemingly endless interpretations
-if someone mumbled something random around a rabbit would you use that word to refer to a rabbit
know what a false belief task assesses and explain how it works
-A false belief task is commonly used in child development research to assess social understanding or theory of mind. A wide variety of these have been developed using common play materials and story themes that children feel comfortable with.
-ask the subject to anticipate how another person will respond to a scenario when the other person has different knowledge than the subject.
major achievements in language form
-Phonology(begin to acquire and refine speech sounds/phonemes; phonological processes dropped by age 3)- p, m, h, n, w, b
-Morphology(50 words for productive vocab usually reached between 18 months and 2 years, appearance of first grammatical morphemes around 18-24 mo, not mastered until preschool),
-Syntax(begin to combine words to create multiword utterances; use lang for many communicative functions; use variety of sentence types- yes/no q’s, WH q’s, commands, negatives; toddlerhood marks true beginning of syntax; recognize value of combining words over using single words)
major achievements in language content
-Semantics(large gains in both expressive and receptive factors, use social cues to understand what a speaker is referring to, acquisition of thematic roles, vocab spurt between 18-24 mo-once they hit 50 words- learning 7-9 words per day
major achievements in language use
-Pragmatics(toddlers obtain important discourse functions and conversation skills, using communication for a variety of pragmatic functions-one of most important aspects of toddler development, poor at conversations, difficulty keeping partners needs in mind, not able to sustain for more than 2 turns)
Know intraindividual and interindividual language differences among toddlers
-Intraindividual:
*Language development is not linear
*Series of spurts and plateaus
*Language comprehension precedes language production
*Size of receptive lexicon is typically larger than expressive lexicon
-Interindividual:
*Effects of gender
*Boys comprehend and produce fewer words than girls
*May be due to differences in maturation rates in connection with neurological development
*Parents may interact differently with boys and girls
*Effects of birth order
*First born children have more advanced vocabulary and grammar development
*First born receive more one-on-one attention (greater quantity of CDS)
*First born children experience language that is qualitatively different than later born
*Later born children have more advanced conversational skills
*Later born children receive input from older siblings
*Effects of socioeconomic status and parental education
*Toddlers from lower SES backgrounds (mom’s level of education) have shorter MLUs and use fewer words than toddlers from higher SES backgrounds
*Researchers suspect parents’ SES is related to the amount and complexity of speech parents use with their children
Know how researchers and clinicians measure language development in toddlers
-screenings: common early language milestones
-comprehensive evaluations: structured, standardized, norm referneced (CELF-P2)
-progress monitoring: Individual Growth and Development for Infants and Toddlers (IGDI)
Know what the researcher Roger Brown’s achievements are in child language development
-longitudinal observations of children with the pseudonyms Adam, Eve, and Sarah.
-childrens earliest utterances containing forms of the verb to be(am, is, are, was, were, it’s)
-founder of developmental psycholinguistics
- pioneer in the study of how children acquire language
-Brown’s stages of lang development
-MLU
Know the differences between language screenings and comprehensive evaluations
-screenings: uses common early language milestones
-Comprehensive evaluations: structured, standardized, norm referenced
Know rules for counting morphemes when calculating MLU
50 utterances
Don’t count fillers
Count proper names, compound words, and ritualized reduplications as a single word
Count catenatives(gonna, wanna) as a single word
But count auxiliaries(is, have) as separate morphemes
