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LING1109 > Vocab > Flashcards

Vocab Flashcards

1
Q

Sequential bilingualism

A

Bilinguals who learn there 2nd language after the age of 3

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2
Q

Bilingual

A

Uses two or more languages *includes dialects (Grosjean)

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3
Q

Simultaneous bilinguals

A

Bilinguals who learn there 2nd language before the age of 3

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4
Q

BFLA

A

Bilingual first language aquisition

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5
Q

Passive exposure

A

when the language is present in the environment of the learner

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6
Q

CSLA

A

Child second language acquisition

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7
Q

Passive bilingualism

A

being able to comprehend but not speak a language

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8
Q

Replacive bilingualism

A

when a second language becomes a speakers dominant language

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9
Q

Cross-language influence

A

refers to both negative and positive transfer.

Can play a big role in accent, with the dominating languaging heavily influencing the segmental and suprasegmental habits of a speaker

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10
Q

Parental responses to code-mixing

Can indicate the parents language beliefs

A

Minimal grasp: acting confused

Expressed guess: did you mean ‘cake’?

Adult repetition

Move on strategy

Code-switching

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11
Q

How to test babies?

A

High-amplitude sucking

Head-turn preference

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12
Q

Statistical regularities

A

How likely a pattern occurs

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13
Q

Transitional probabilities

A

How likely a combination of segments are in a language

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14
Q

Statistical cues

A

statistical regularities
Transitional probability

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15
Q

Gradual language separation hypothesis

A

Byers-Heinlen et al.

Children are born perceptional sensitive enough to separate out languages when they are exposed to them

separation happens gradually over all processing levels during language development

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16
Q

Switching cost

A

the amount of work necessary to access certain skills sets within a bilinguals repertoire

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17
Q

Perceptual categorization

A

This word looks and sounds like this

A sound sounds and looks like that

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18
Q

Conceptual categorization

A

categorization based on the understanding of what something is/how it functions

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19
Q

Things than can effect accent formation

A

Maturational aspects
Language input
Speakers motivation and attitudes

Physical/cognitive:
Lack of brain plasticity
Muscular constraints
Phonological decline or deafness

AOA
amount of experience in language
Quality/type of input
Languages dominance
Order of acquirement

Social:
Speakers motivation
speakers attitude towards identity building in the new language

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20
Q

Phonological deafness

A

the inability to recognize either the nuance of a L2 sound or the sound in its entirety

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21
Q

What happens to non-native sounds?

A

Similar sounds undergo Assimilation into the perceptually closest L1

Dissimilar sounds do not undergo Assimulation

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22
Q

Second Language Speech learning model

A

Flege and Bohn

1) phonetic categories are based on statistical input distributions
2) L2 learners of any age make use of the same mechanisms and processes to learn L2
3)L2 speakers have differing production and perception skills from a native speaker because applying the mechanisms & processes that worked for their L1 acquirement result in a differing outcome

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23
Q

Code switching

Vs

Code-mixing

A

Code switching has a level of intentionality. The bilingual might switch in order to align themselves with the conventions, values and beliefs associated with a language. They might also switch as part of an intentional communicatory strategy.

Code-mixing is the same thing but without intention. It can also be defined as the confused blending of languages as see in the language separating stages in bilingual children

There is disagreement amongst researcher about where the line between code-switching and cod-mixing should be drawn on the continuum of intentionality.

There is also disagreement on where the line should be drawn on what is considered code-switching vs lexical borrowing

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24
Q

Inter-sentential switching

A

Switching that happens at the boundaries of sentences.

Jeg snakket med quinn i går. She had a wonderful thanksgiving.

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25
Q

Intra-sentential switching

A

Switching that happens inside of an sentence.

And I was all like det er ikke bra.

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26
Q

Tag-switching

A

The tagging on of phrases onto a sentence

Det var gankse kaldt ute, ya know?

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27
Q

Intra-word switching

A

When parts of words get mixed together

Nosete

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28
Q

Language mode theory

A

Grosjean

The theory that a bilingual navigates on a situation continuum of language modes ranging from monolingual mode to bilingual mode. Any point on the spectrum would represent the language mechanisms and processes in use at that time.

There are two questions which this theory concerns itself with
1) what language is being spoken (language choice is dependent on this)
2) Is it appropriate to introduce another language (where on the continuum from bilingual to monolingual mode is dependent on this)

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29
Q

Adaptive control Hypothesis

What experiments support this hypothesis?

A

Green and abutalebi

There isnt a continuum but rather different contexts in which a bilingual will activate/inhibit selected language mechanisms and processes.

These contexts are: single-language context, dual-language context and dense code-switching context

Language control processes themselves adapt to the recurrent demands placed on them by the interaction context

Experiment 1: Kapiley and Mishra

we examined if bilingual speakers are sensitive towards an
interlocutor’s (cartoon) relative language proficiency when they voluntarily selected a
language for object naming. These results provide strong support for the adaptive
control hypothesis, showing that bilingual speakers are sensitive to their interlocutor’s
language needs and this influences how they plan their language use. The results
provide evidence of speakers taking into consideration the language proficiency of
interlocutors, suggesting extreme adaptability of the bilingual mind

Experiment 2: Molnar, Ibáñez-Molina and Carreiras

Familiarize bilinguals with language of a novel character. Measure the response time in a audio-visual lexical decision task. Early bilinguals where able to establish connection between the characters and their language introduced to them in the familiariation phase and thus had shorter reaction times than late bilinguals. This demonstrates the early bilinguals proactive control of their language production

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30
Q

Proactive control

A

earlier preparatory control

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31
Q

Reactive control

A

late responsive control

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32
Q

Intelligibility

A

How well a listener’ perception matches the intentions of the speaker. True understanding

Derwing and munro measured with transcriptions, t/f questions and asked for summaries

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33
Q

Comprehensibility

A

Is the perceived level of understanding done by the speaker

Had them rate how well they understood from 1-7

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34
Q

Critical period hypothesis

A

The hypothesis that there is a critical period of language acquirement whose end is characterized by a reduction in a learner’s ability to adapt or organize their brain.

In accordance with this theory 2nd language acquirement would result in an accent in learners as young as 11

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35
Q

Sensitive period

A

new name for critical period which does not have a harsh cut of point

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36
Q

Speech learning model

A

Flege

1) That a L2 sound that is perceptually close to an L1 sound will be replaced by that L1 sound

2) That there are multiple L2 that are perceptually close to the an L1 sound, the L2s will merge to the corresponding L1 sound

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37
Q

Accent study about L2 having native level accent

A

Bongaerts, Planken and Schils (1995)
They wanted to see how well late bilinguals could pass as native speakers. They asked native dutch speakers to read sentences in english to native speakers of british english and were very successful in fooling them.

They concluded that the amount/quality of input, the speaker’s motivation and quality of training where key factors to success

Piske, MacKay and Flege (2001)
Later pointed out that this could have more to do with how close the speakers L1 is to the L2, the age of acquisition (how much time they have had with the language), and their motivation

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38
Q

What contributes to how perceived ones accentedness is?

A

Most perceived error is vowel and consonant error

Followed by word stress, rhythm, intonation and speech rate

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39
Q

What affects comprehensibility in regards to accent?

A

Word stress, vowel reduction, speech rate/fluency, other errors

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40
Q

Integrative motivation

A

the wish to adapt and integrate into the new culture (with language as the means)

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41
Q

Intrasumental motivation

A

the wish to learn the language for practical reasons

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42
Q

What is being referred to by ‘attitude’ in regards to SLA?

A

The need to build a new identity

This affects accent through the willingness to project the new identity through new sound patterns

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43
Q

What kind of attitudes can SLL have?

A

Attidude towards:

The language itself (desire to improve accent, personal and professional reasons for learning)

The culture/country (feeling comfortable within the idea of the culture/plans for longterm residency)

Actual experiences (positive and negative during language acquirement or with any of the factors spoken about prior)

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44
Q

Cross-linguistic influence

A

progressive transfer: Stuff from prior languages transferring to new language (absolute transfer from L1, privilege transfer from L2, transfer from any previously acquired language)

Regressive transfer: Stuff from later languages transferring into previously acquired langs

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45
Q

Aphasia

Bilingual aphasia

A

When a person has a loss or regression in language production and /or comprehension due to an injury to the brain. This can be caused by trauma to the brain or by other sicknesses such as a stroke (very common in the elderly)

It’s the same for bilinguals, but it is either in 1 or multiple of their languages with potential unequal recovery

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46
Q

What are the normal types of Aphasia?

A

Broca’s aphasia: affects production of languages
Anomia aphasia: affects the ability to name
Agraphia aphasia: affects the ability to produce written language

Wernicke’s aphasia: affects comprehension of languages
Agnosia aphasia: language deafness
Alexia aphasia: word blindness

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47
Q

What are the phases of aphasia that a bilingual goes through?

A

Acute phase: Many language disorders a displayed by patient (muteness, involuntary mixing ect)

Lesion phase: around 4-5 months after. The language disorders are now associated with area and the extent of the lession

Late phase: a few months later. There can be multiple paths of recovery observed, and more recovery can still happen

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48
Q

Name the types of recoveries one can have when afflicted by bilingual aphasia

A

Parallel recovery: languages recovery at about the same rate
Differential recovery: Languages recover at different rates.
Selective recovery: Only parts of a give language is recovered. Only one language is recovered
Successive recovery: One language only starts to recover after another has been maximally recovered
Blended Recovery: The mixing of language elements
Antagonistic recovery: A language regresses as another progresses
Alternating antagonistic: a switching back in forth in language regression and progression

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49
Q

What are the biggest factors in language recovery?

A

Kuzmina et al. (2019) found out that the first language a person learned, a person’s dominant language(s) were commonly the ones that recovered best

Lesion cite
Pre-morbid proficiency
Rehabilitation enviroment
Structural difference between languages
AOA

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50
Q

Code-switching in aphasia patients can be…

A

1) A sign of a deficit in control mechanisms

2) An intentional communicatory strategy

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51
Q

Name the different types of intra-sentential switching

A

Tag switching

Alternation: Når du begynner med et språk but finish with another

Insertion: Når du have a word i midten av en setning.

Dense switching: Når der er many different typer switchings occuring i et setning liksom

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52
Q

Lexical prosessing

A

The ability to connect form and meaning: to connect words to their meaning

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53
Q

Executive functions

A

These are a set of mental skills which people possess such as memory, organization, prioritization, focus ect

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54
Q

What are domains in regards to linguistics

What is Montanari’s hypothesis about language development in connection to domains

A

Domains are situations where typical people talk about typical things in a typical setting.

Examples of this can be studies, family or professional domains

Montanari
Languages used in reduced domains with reduced people develop at a reduced rate compared to languages spoken with many people in many domains

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55
Q

The complimentary principle

Whose principle is this?

A

That languages will fill in the gaps for one another so that a person has on complete language repertoire to utilize when communicating

Grosjean

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56
Q

Lower subjective frequency

A

Bilinguals have there input split between languages, as a result they are not exposed to words as often or as in as many contexts as with monolinguals.

These means that they will have a less nuanced connection between form and meaning.

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57
Q

The weaker link hypothesis

A

Gollan et al. (2005

Bilinguals have lower subjective frequencies of words and this have a weaker link between form and meaning

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58
Q

Consequences of bilingualism

What are some experiments that demonstrate this?

A

Smaller vocabulary size
Lower subjective frequencies of words
Less automatized lexical retrieval
Interference from the language not in use

Bialykstok et al (2010)
Experiment showed that monolingual and bilingual children had the same receptive vocabulary in domains they shared (school) but differing ones in domains they didn’t share

Gollan et al. (2005)
Bilinguals took a longer time to produce words in a picture naming exercise than monolinguals

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59
Q

What is the assumption that led to the claim that bilinguals have greater executive functions than monolinguals?

A

That using multiple languages requires the activation of executive functions, and thus these skills are trained and become better/stronger

That executive functions can be trained at all.

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60
Q

Is it true that bilinguals have greater executive functions than monolinguals? Why is it thought that they did

A

No, there is no conclusive evidence that bilinguals have greater executive functions than monolinguals.

The reason why this misconception was perpetuated in the study is because of publication bias. There are actually mixed results in the field.

There are actually many you question how a language which was fully acquired would continue to activate these skills as they are needed moreso for the acquirement of the language.

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61
Q

Repertoire

A

A set of linguistic skills which the speaker has access to in order to communicate. This term ignores language names in favor of viewing them as different skills sets that vary across domains

62
Q

Language ideology

A

Is a set of cultural values, norms or belief associated with the use of a language.

One could be that speakers of french of inherently romantic

63
Q

What factors can affect a persons language variance

A

Age, culture, ethnicity, geographic location, personal identity, gender, social class

64
Q

What are the 3 language ideologies that Horner and Weber summarized from Pennycooks 6 ideologies

A

Colonial celebration/ laissez-faire liberalisme: The celebrated furthering of colonially connected language. As can be seen by the commercialization of english

Linguistic imperialism and linguistic human rights: The spread of colonially connected languages viewed as a continued spread of coloniality which must be fought back against

Post-colonial performativity/Linguistic hybridity: Language to be left as it is/how it is changing. Allowing for a mix to naturally develop

65
Q

Diglossia

A

Ferguson made, Fishman expanded

When there are two, or more, languages in a society which are used in differing domains

66
Q

Vertical bilingualism

A

the same as diglossia

67
Q

Horizontal bilingualism

A

When 2 languages have the same status both in government policies and at home

68
Q

Linguistic continua

A

The spectrum where one language blends into another

Germanic continua from norwegia-danish-swedish

Zooming out there is one continua with smaller continui like the germanic one

69
Q

Pidgin vs creole languages

Canyou name an example of a creole language?

A

Pidgin is in reference to the limited communication done in lingua francas between two communities with different languages

Creole languages developed from the use of a langue franca between two societies with different languages that eventually became their own distinct language and then become a native language for at least some of the speakers

EX Tok pisin from Papua New Ginea

70
Q

Inter-language variation

A

variation between languages

71
Q

Intra-language variation

A

variation between a languages variations

72
Q

Language shift

A

When a society shift from one language to another language which is more dominant or has more value, is spoken by a dominating society/part of society

73
Q

Covert prestige

A

The importance put on a language because of its ties to the speaker’s identity

74
Q

reactive ethinicity

A

the embracing of a facet that corresponds with an ethnic identity as a form of resistance

75
Q

Examples of english languages variations

A

African american english: Habitual be/double multiple negations

Carabbean nation language

Singlish

Old english

76
Q

Achieved identity

A

This is an identity which one assigns to themselves

How we see ourselves

77
Q

Ascribed identity

A

this is an identity which one is assigned by another

How people categorize us

78
Q

What are Gee’s for different perspectives of idenitity

A

Nature identity: Something assigned to us via biology, natural with our birth: twin, daughter, sister, ect

Institutional identity: Identities assigned to us in relation to a role with which we play within an institution: Citizen, doctor, pastor, customer

Discourse identity: the identity which we reveal through our interaction with others: serious, loving, excitable

Affinity identity: Identities formed in participation with groups of likeminded individuals: dungeon master, a super fan

79
Q

Essentialism in terms of identity
vs
Social constructivism in terms of identity

A

That we have, at our core, a true and unchangeable identity which is born to us
vs
Our identity is made up of many layers which were co-created with the immediate and at large society around us. It is therefore always subject to change

There is also a fun mixture of the two where the inner layers of a persons identity are seen as deeper, more fixed and, therefore, harder to change

80
Q

National idenitity

A

This is the imagined identity that embodies a nation and is closely associated with the dominant ethnic group within a society

The ethnicity to which nationalist ideological identification refers

The non-dominant ethnic identities remain just ethnic

81
Q

What are some sociolinguistic complications with the term code-switching?

A

This implies that languages are bounded entities which can be switched back and forth from/between

82
Q

What is the difference between code-switching and trans-languaging

A

trans-languaging suggests a full language repertoire which a bilingual can draw on without regard for
watchful adherence to the socially and politically defined boundaries of named
(and usually national and state) languages” (Otheguy, García, and Reid, 2015

83
Q

Stylization

A

Code-switching in order to quote or impersonate someone’s voice

84
Q

What is the difference between uni-directional and vari-directional stylization?

A

Uni-directional occurs when the speaker aligns with the voice they are impersonating

In vari-directional stylization the evaluative positions of the speaker and voice do not align

85
Q

Situational code-switching

A

switching to another language when the situation demands it

A speaker of another language joins the conversation

86
Q

Metaphorical code-switching

A

the switch occurs when the speaker wishes to reposition their identity/particular values

87
Q

Language crossing

A

When a speaker of a language code switches to a language which is not associated with them.

Carries a sense of movement across a very solid ethnic/social boundary

88
Q

Indexicality

A

Language which is associated with something outside the purely linguistical which both creates and perpetuates a speaker’s identity through its very use

89
Q

Spatial Repertoires

A

the available and sedimented resources that derive from
the repeated language practices of the people involved in the sets of activities
related to particular places

90
Q

Structure of feelings

A

inner layers of a persons identity are seen as deeper, more fixed and, therefore, harder to change.

We are very attached to them

91
Q

We-code vs they-code

A

We-code: often a societal minorities at home language

They-code: the societally dominant language

92
Q

What are some complications found in the process of categorizing language varieties as either dialects or languages

A

Very commonly the categorization is made with mutual understandability as the differentiating factor.

This is problematic because we have languages like swedish and norwegian which are mutually intelligible and then we have certain norwegian dialects which aren’t

93
Q

What is the main criteria for determining if a language is threatened

A

The main criterion of language endangerment is when a minority language is no longer used in family transmission, which can then lead to a language shift

94
Q

Family transmission of a language

A

when the language is being passed down between generations

95
Q

Language shift

A

When a more dominant language overtakes a minority language.

It could do so because it is perceived as being more valuable. As in, it’s use is associated with the gain of cultural and material capital (instrumental value).

Can also be because a society with a dominating culture colonizes another

This occurs over time with the dominating language continuously encroaching on ever increasing domains of language

96
Q

What is language revitalization?

What is the main factor that affects the success of language revitalization?

A

It is when attempts are made to increase the amount of speakers of a language

When it is simultaneously promoted by a grassroots movement and by the state,
as well as being supported by international minority rights organizations

97
Q

Lingua Franca

A

a language used between to groups with different languages

98
Q

What are the two biggest factors that lead to the increasing number of threatened languages in our global world?

A

1) As a more global world the use of a Lingua franca becomes necessary to facilitate global communication.

This results in the lingua francas of the world become a dominating language which can then overtake non-dominating languages

2) Language politics which promote one language as the national language

99
Q

What is language contact?

What can result from language contact? What about in a language shift context?

A

When two or more languages make contact through with one another via communication.

This can result in new language contact variations as the languages involved influence/ mix with one another

L1 remains, L2 isnt acquired
L2 is acquired, S1 remains and S2 also remains
L2 is acquired and replaces L1

100
Q

What is a standard language/a standard language variation

A

it is a language associated with a grammar system

Is used at the national level
Functions as a shared language for a society

101
Q

In a two language society, both languages normally have equal status: true/false?

A

In bilingual communities the two languages rarely meet on an equal
footing; one of the languages tends to have a more dominant position, higher
status, greater degree of linguistic infrastructure

102
Q

What are the grades of threatened from ‘safe language’ to ‘dead languages’

A

“safe” (not endangered)

“vulnerable” (not spoken by children outside the home)

“definitely endangered” (children not speaking)

severely endangered” (only spoken by the oldest generations)

“critically endangered” (spoken by few members of the oldest generation, often semi-speakers)

“extinct” (no living speakers), based on intergenerational transfer:

103
Q

What are the benefits and consequences of the standardization of a endangered languages during the process of revitalization?

A

Benefits:
A standard language is needed for teaching (grammar, mutual understanding, a core with which to build onto)

Consequences:
may be seen as too artificial by the speakers and not be widely accepted
within the community

Can erase the variation found within the endangered language

Can ignore the actual use of the endangered language (how it has mixed with the dominating language) as we can see in Linguistic imperialism and linguistic human rights

104
Q

What are some factors that attribute to the conservation of a language

A

political factors, cultural/identity resistance, geographic concentration, the education system, it’s use as a written language

105
Q

Linguistic landscape

A

this is the smorgasbord of semiotic resources that are used in public spaces

106
Q

Native monolingualism

A

the assumption ones native language is restricted to one named language

107
Q

Family language policy

What are some beliefs surrounding the enactment of a family language policy in regards to children’s language use and proficiency?

A

King, Fogle, and Logan-Terry,
2008

The things families do to actively shape the language use in their households/there childrens’ language use

Is argued that it is important because it affects a child’s language development, child’s eventual school success, the vitality and maintenance

Not true

108
Q

Sites of control

A

places where languages hierarchies are (re)produced or resisted

Schools, home, work, churches govement, ect

109
Q

Moyer 2013/2007: ethnographic research on ling practices for service providers

A

Found that minority languages were delegitimized, systems of support where insufficient (translator leaving out bits of information from patient’s speech)

Othering, and intolerance (they took down the posters with the minor language on it so that the hospital wouldnt be associated with minorities)

110
Q

Codó 2008: ethnographic study of practices in bureaucracy: confirms and gives nuance to Moyer (Encounters between migrants and state employees)

A

The use of front and backstage languages to gatekeep information

Increases social stratification

Not just othering and intolerance, like in Moyer, but actual gatekeeping of information which also enforces roles through the cementing of the different language practices

111
Q

Mayin 2012: ethnographic study of practices in bureaucracy: confirms and gives nuance to Codó:

Encounter between migrants and state workers at asylum

A

Gatekeeping of resources/ information and services

Presupposing of a native monolingualism (western ideology) which placed doubts on legitimacy of an applicant who claimed multiple languages as their native lang

->Clash between monolingual realities and multilingual realities

Still gatekeeping like Codó, but introduces nuance of native monolingualism

112
Q

Frontstage vs backstage language

A

Language that is used with the disempowered group/the one being gatekept

Language used in between agents of the majority language

113
Q

Tripartite model for studying family language policy

A

Spolsky

Study the actual language being used

study the families impact beliefs/ideologies

Study of language management: the strategies parents imploy to uphold their language policies/ideologies
(minimal grasp)

114
Q

Impact beliefs

A

A parents belief over how much control/impact they have over their child’s language development/choices

115
Q

Studies on family language policy:
What they found out

A

Rubino (2014): sicilian fams in austrailia in 50s-60s
*must take in full complexity of linguistic practices (full dynamics) in multiling fams (All varieties/resources in fams repertoires)
-Had OPOL policy

Yamamoto (2001): Japanese-English multilingual/interlingual fams in japan

Luykz (2005): Children are not passive recipients of lang policy

Báez (2013): Exertion of influence by school and peer groups /Children’s choices have a big impact on language use in family and community

They found out that:
OPOL does not guarantee an equal development between languages

That even OPOL families cannot adhere to their own policy and translanguage

That equal development is not guaranteed under any family policy because the children develop in a full contextual world

Shows how children exert strong influence on the family lang policy to the point of subversion

Shows powerful influence of external factors

Shows family as site of conflict

116
Q

What are the end results of early bilingualism, in relation to family language policy?

A

Kids end up somewhere on the continuum of near balance bilingualism to receptive bilingualism

117
Q

Socially dominant language

A

The language used in the community

118
Q

What are the factors that actually affect a child’s bilingual development

A

The language their sibling speaks
The language being taught in schools
The language being used by their peers

The socially dominant language in general

119
Q

What problems does the OPOL policy have?

A

Impossible to keep up in practice

Is based in mother tongue ideology

120
Q

Mother tongue ideology

A

The idea that Speakers only have one mother tongue (also native monolingualism)

121
Q

What is an experiment that is connect to the language mode theory?

How could you design an experiment to test the theory?

A

Grosjeans telephone chain experiment which wanted to see how both the topic, and the fluency of the listener affected the language mode of the speaker.

They had french english bilinguals both summarize stories in french AND describe cartoons to a potential listener who wasnt present.

To test topic part of experiment speakers were asked to summarize stories that had different topics and mixes of language.

Half were only in french and talked about french topics, and the cartoons only depicted french scenes.

The other half was in a mix of french and english, was about typical american activities and the cartoons depicted typical american scenes

The second part was manipulated by having different descriptions of the intended recipient which varied in their description of how proficient they were in english (french being their first language), where they used languages (domains) BUT no mention of switching practices.

Experiment measured amount of each language used for each person, and the amount and duration of pauses .

Topic was important: 10x more lang switching for bilingual stories and cartoons than monolingual ones

Person was important: Most french used for person with poor english proficiency, intermidiet swithing for language purist, and tons of switching with the laid back bilingual

122
Q

Ethnicity has an affect on patient doctor relationships: T/F?

A

True

The Oslo nursing homes’ own non-conformity reports, as well as complaints from patients and relatives, confirm this

123
Q

What characterizes medical language?

A

Latin words, abbreviations, low frequency terms and phrases that are specific to the medical community, a language characterized by its own grammatical system, one-liners

124
Q

What challenges can foreign doctors face in norway?

A

Prejudice and racism, a whole new work environment with its own systems, norms and values, difficulties in communicating (lack of norwegian skills, smaller vocab), difficulty establishing a sense of competence in their work identity, dialects, the use of all scandinavian languages, talking on the telephone, understanding different language varieties (elderly patients)

125
Q

What are some strategies that foreign doctors employ to overcome the difficulties of working in norway?

A

Use of a simple vocabulary, use of case specific vocabulary as an anchor, repetition of what the patient has said, humor, metaphors

126
Q

What is most important for foreign doctors between good language competence or good cultural competence in accordance with Berbyuk Lindström (2021)?

A

Good language competence

127
Q

What does Johannesen L, Hellesø R. Første (2019) conclude?

A

Native and foreign nurses journal entries where similar in that both categories of nurses similar amounts of data/number related information written down

They differed in that native nurses where able to write more detailed and precise journal entries, and that foreign nurses wrote more about the communication and ongoings between the patient and their families.

128
Q

How does Hansen define interpretation?

A

an interpreter must first understand something that is said in one of
the languages in a multilingual conversation, and then reproduce the utterance in another language for
other people in the conversation while conveying the meaning that the original utterance was
designed to convey

129
Q

Multilingualism is a phenomena mostly found in large cities like oslo?

A

No, we have the sami, plus asylum seekers which are placed out in small towns. Immigrants can also be found anywhere in norway, though they do tend to congregate in big cities

An example of this is Kirkenes which is on the border to Finnland and Rusia.

130
Q

Multilingualism in norway is a modern phenomena: T/F

A

False, Norway had contact with other languages besides Old norwegian such as latin, german, danish and swedish.

131
Q

What kind of language ideologies can we see in Denmark’s law which states that those who have lived in Denmark for over 3 years, must pay for their own interpreters at hospitals?

A

A one nation on language ideology, an ideology that views low proficiency in Danish as bad.

An ideology which dehumanizes non-speakers of Danish by denying them adequate healthcare services based on their income

132
Q

What are semiotic resources?

A

The resources which people use to communicate. Voice, gestures, gaze.

Can also include material ways of communication such as writing, videos, music ect…

133
Q

What are examples of challenges that participants of a translator facilitated conversation can face?

A

Different language systems, technical problems, confusion and problems created as a result of insufficient translations (relaying to much, or not enough information)

Translator facilitated conversation has a different set of communicatory rules which dictate normal communicatory phenomena such as turn taking and reparation. This is because the translator is both part of the conversation, and yet not and we therefore have to key the translator in on whether or not their services are needed (when they should jump in, or if they can stay out of the conversation)

134
Q

Why is it important to create opportunities for translating between sami and norwegian in the context of language shifting, language revitalization and extinct languages?

A

This opportunities allow for the redevelopment of the sami language by allowing native speakers to continue to develop their own language on their own terms in the face of modernization.

This allows for the language to resist shifting while facilitating language revitalization.

This also inherently carries the connotation that sami is a language worthy of needing to be translated/and cements/protects native speakers’ rights to exist in their own language in as many domains as they can

135
Q

What is the history between sami and sign-languages contact with the norwegian language?

A

A period of assimilating

136
Q

How does translation work, work to protect peoples right and democracy?

A

Allows for a greater participation of the public in both the democratic process and in the ability for the advocating of participants own situations by the participants via arming them with the necessary information

137
Q

What does diachronic research mean?

A

It is research performed with time as a relevant and necessary aspect/lens of interpretation

138
Q

What is synchronic research?

A

Research that is done in a specific period without taking in the aspect of time

139
Q

How does Coulmas (2009) define linguistic landscapes?

A

The study of writing on display in the public sphere.

examples of this can be tagging, bus signs, traffic signs, shop signs, posters, instructions ect

140
Q

Is linguistic landscapes a modern phenoma?

A

No, there is a history of texts made available to the public with the intention of the public’s use of the text

Coulmas (2009) skriver: in antiquity as today, signs openly displayed were
meant to be read

141
Q

What does Pavlenko and muller mean by the perennial problem?

How does it affect the joint work between study of epigraphy and social linguistics?

A

The perennial problem has two dimensions:

1) The infusing of past contexts with out own distorting the date that is the past context

2) The slight differences between the shared language between disciplines. Even defining the language would be a problem.

142
Q

Epigraphy

A

the study of writings inscribed in metal, wood ect, includes today’s modern signs

143
Q

Why does Pavlenko and Muller believe it is important to take the diachronic factors into consideration in the study of epigraphy?

A

They believe that taking a dimension of time into their study will allow their interpretation to be informed by the historical context of surrounding the object of study

he functions of individual signs and the reasons behind
the choices of language are impossible to interpret from a synchronic perspective”. They use
signs in the post-Soviet settings as an example of how, without taking the diachronic perspective,
we would lose a big part of the analysis when it comes to the “dramatic change in the formats,
functions and languages of the signage that took place in the 1992”.
“The integration of a temporal dimension in the study of linguistic landscapes enables us to
examine linguistic landscapes as a site of social, political and economic changes”

144
Q

What are some of the physical challenges that can be faced in regards to the researching of past linguistic landscapes

A

Incomplete context through the loss of relevant signs, parts of signs, are a complete loss of the object of study

145
Q

Pavlenko and Muller note that studies have idenitified three factors which effect the distribution of languages in a linguistic landscape

A

The owner of the sign: Government vs private

The placement of the sign within a city: Signs that are in tourist areas, or places of entry and exit around a city tend to have multiple languages

Difference between towns in a country: some are more or less multilingual and or are multilingual in differing ways

146
Q

What can the material of a sign tell us in accordance with Pavlenko and Muller

A

The more permanent/valuable the material, the more the language it displays is valued

147
Q

What are other signs of preference in language in signs?

A

Size of text

Placement of text: preference at top (Scollon and Scollon (2003) )and at eye height

Style of text

148
Q

Aspirational use of language in a sign

A

Pavlenko and Muller

The language can be indicatory of the identity aspects/ values they wish to be associated/aspire to acquire

149
Q

In accordance with Coulmas 2009, what are the most important questions in regards to the study of linguistic landscapes

A

Who is able to read this sign?

AND

Who reads it?

Every inscription conveys a
message about itself that refers to the language in which it is composed: There is someone out
there who reads language x

150
Q

What does Coulmas 2009 mean when he says every piece of signage is ‘Polifunctional

A

All signs have a communicatory function and a symbolic function

151
Q

Bottom-up vs Top-down signage

A

Bottom-up are privately owned signs which normally are more multilinguistic than top-down signage as it is more subject to asperational use of language or is made to appeal to a more global audience

Whereas Top-down signs are normally govermental and are thus normally more monolingual, being written in the countries dominant language

LING1109 (1 decks)

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