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STUDY GUIDE: EXAM 3 NORMAL
Be familiar with these terms and what they mean: pidgin, Creole, accent, dialect
Pidgin: Users borrow a few key business or trade words from another language
Ex: In nail salon: Pay now? Pick a color. Mani, Pedi?
Vocabulary has little to no grammar reflects less dominant language
Creole: Two or more languages fuse to make new languages; a combination of words & grammar
When a pidgin language becomes primary language of a group, its called a creole
Accent: a difference, a variation in pronunciation only
Car vs cah, Havard vs Hahvid, boston vs Bahston
dialect: Change in language use, both languagse and speech differences
Ex: Soda vs Pop
Decreolization: when Creole becomes more dominant language of a culture
Evolution to a primary language
Melting pot of different languages that are influencing each other
2) Taylor’s 7 language variables affecting language acquisition and examples of each* NEED TO EXPLAIN IT & WRITE ABOUT IT *
- race and ethnicity- being Hispanic or Latino
- social class education- being an immigrant and not having a diploma
- region (northeast, southeast)
- gender- male or female
-context/situation- where speaking takes place ( friends & family vs boss)
- peer group association (competition model, child remembers what is said most)
- first language community/ culture- when you put the person first(autistic person vs person with autism)
3) Active vs. passive voice
Active: SUBJECT PERFORMS THE ACTIONS: DOG BIT THE GIRL
Passive: shift focuses from agent- the girl was bitten by the dog (more complex, happens later)
4) Reversible vs. nonreversible
Reversible: Either noun can change place= agent or actor
Ex: the cat was chased by the dog OR the dog was chased by cat
Nonreversible: Nouns can’t be reversed. More complex- harder to understand
- Ex: the window was broken by the boy VS the boy was broken by the window ( Can’t say that)
5) Characteristics of good readers
- they would have vocabulary, metalinguistic skills, good auditory focus
- ask comprehensive questions= Good pragmatic language; turn taking skills
6)Reading as a language-based activity
When reading about other people, places, and events leads to a process of language is decontextualized from ongoing events. Leads to social activity when done, (learning about engine not just car)
7) Writing development
More complex skill and more formal, grammar/organization/ vocab, genres (passive vs, active), sense of audience, more embedded phrases.
8) Differences in pre-K language and school- age language
Pre-k: critical years for language learning.
School age: using language to learn. LANGUAGE BECOMES DECONTEXTUALIZED (talk about things they haven't experienced firsthand) (firsthand experiences put into curriculum
9) Vocabulary expansion: Horizontal & Vertical
Horizontal: more semantic features to words (allows for more specifics and differentiation from similar words) (cup is a glass, sippy cup is different from mug) EXPANDS OUTWARD
Vertical: Child understanding of deeper word meanings (glass is a material in windows, mirrors) EXPANDS UPWARD
10) Black English, Asian, and Hispanic English characteristics (be aware of 3-4)
Black English- an amalgam of different languages: African, Dutch, Portugues, French, and English. AKA- AAE- African American English. Creolization of West Coast African languages
Double triple negatives, deleted copula -s
Hispanic American English- Originally from a single language; spoken significantly in 21 states- largest groups Mexican – Central American & Puerto Rican Caribbean, only 5 vowels & 4 diphthongs
Omit “the”, b for v substitutions, ch for sh substitutions
Asian English- Tonal languages, no Asian English as a cohesive unit.
Omit auxiliary verbs, omit plural s, omit -ed
Features /r/, /l/ omit auxiliary verbs Ex: (she not want eat, omits “does”)
11) Some historical facts about Black& Hispanic language development
Black Language Development:
-An amalgamation of different languages; African, Dutch, Portuguese, French, & English
- creolization of West Coast African Languages
Hispanic Language development:
Originally from single language; spoken significantly in 21 states in the US
Two largest groups: Mexican – Central American & Puerto Rican Caribbean
More proximity in talk
storytelling valued
Asian English language development
Mandarin and Cantonese Chinese, Filipino, Japanese, Korean, Laotian and Vietnamese
No Asian English as a cohesive unit; tonal languages
12) Language difference vs. disorder
Lang difference: variance in language due to L1 (way grammar is presented)
Lang disorder: impaired expressive/receptive language (expression/comprehension)
13) Metalinguistic awareness & figurative language
Kids recognize language is arbitrary code. Evokes mental imagery.
Simile: like or as
Hyperbole: exaggeration
Idioms: expressions with literal/ figurative meaning
Proverbs: conventional value, beliefs, and wisdom (blood is thicker than water)
14) Syntactic- paradigmatic shift- definition and application
No longer syntactic connections between words. Shift from form/syntax to semantics (content) and pragmatics. Language moves away from just talking about present and needs (decontextualized).. (Furniture is chair, table, couch)
15) Chunking
Placing words into categories based on semantic relationships EX: animals become farm animals and ocean animals.
As the child matures they chunk more information into different sub categories
16) Conjunction development and its importance- examples of conjoining terms
Casual conjunctions: because, so, therefore (understanding of consequence)
Conditional: if, then
Disjunctive: but, or, although (understanding of contrast)
Temporal: When, before, after, then (abstract concept, developed later on)
Clauses and phrases expand with conjunctions, has to do with embedding
17) Embedding and conjoining
Embedding: most important syntactic stage 4 development. Increases sentence complexity for description.
prepositional: “the cat, under the car, is scared”
Participle: ing verbs function as adjectives
Infinitive: verb form using ‘to’ or ‘in order to’
Gerund phrase: verb is a noun
Conjoining: use of conjunctions... Clauses and phrases expand with conjunctions.
Cognitive ability needed to understand conjoining
18) Narrative development- event casts, recounts, accounts, stories
Eventcasts: explanation of current event, used in play to direct others activity. (something that was fun for them) (roles and relationships)
Recounts: talk about past experiences child participated in, observed or read about. Initiated by someone besides child.
Accounts: kids share experiences, initiated by the child, more detail and thought through.
Stories: highly organized stories with structure and tone. Include setting, episode, and outcome. (here and now)
19) Tannen’s (1994; 2012) gender differences between men and women, boys and girls
Women: Face listeners, give vocal feedback, smile more, asks questions, talk more at home, fillers used more to clarify.
Men: lecture more, knowledge-based talk, don't face partner, change convo topics, sustain topics 96%, talk more in public, convo as an opportunity to debate,
Girls: more collaborative, support speech styles, stable family stories
Boys: controlling, sharper speech styles,
20) Gender differences between boys and girls in school
Boys: boys' stories involve conflict, action, disruption, conflict action disruptive stories
Boys tend toward controlling sharper speech styles.
Girls: girls' stories are more likely to describe stable, harmonious family relationships: mommy daddy baby dress up young girls tend toward more collaborative supportive speech
Teachers use more directives with boys and more questions/ repetitions with girls
21) L1 and L2 acquisition- simultaneous and successive differences
Simultaneous: Learning two languages at the same time before 3 years of age
Children generally learn both in equal facility (hopefully)
Starts with language mixing, then develop awareness in language differences
Children Avoids words/ constructions in weaker language
Shifts in dominance depends on environment
If a bilingual child is delayed in both languages, promote only one language, English
Successive: Learn primary language first, then after learn language 2 after the age of 3
Success in language 2 depends on the child’s age in acquisition as well as cognition, motivation, experience, and exposure to the language
Early exposure to L2 may result in delay in L1 at times before it is mature
22) Standard vs. nonstandard dialect
Standard: spoken by people of high status with political, educational, and economic power.
Nonstandard: not inferior but equated with language of power (slangs).
23) Know the Hart and Risley (1995) research study
- Hart & Risley did a 3-year study in Kansas City with 42 Families (7-month-olds)
- visited family: 60 minutes/ week
Major Finding: Vocabulary growth differed sharply by CLASS and the GAP between classes opened and widened early
By 3 years children of Professional parents- 1,100 vocabulary words/ day
¡By 3 years children of Welfare parents- 525 words/ day
A child’s IQ correlates to their vocabulary; More cognition = better language
- The researcher found that the number of words spoken to the child by the caregiver is less in welfare homes (178 utterances per hour)
- discouragements (prohibitions/ disapprovals; no, not, can’t, don't) are higher in welfare homes (200,000 over 3 yrs)
- encouragements (I like the word you used, good job, great) are higher in professional homes ((500,000over 3 years)
- Results from Research: “30 million Word Gap”
- Children from professional homes hear 30 million more words than those in lower socio-economic backgrounds
24) Deixis and anaphoric reference
Deixis: Requires the speaker's perspective as a reference (yours/mine, This/that, here/there, me/you) who’s talking
Anaphoric reference: pronoun used to refer to the previous utterance ability to put sequence and memory into play
- Ex: the boy ran, and HE fell down.
Tough for language disordered kids because it requires them keeping track of meaning and sequencing
25) Understand Brown’s 14 grammatical morphemes
Represents the amount of words the child can say, and understands if the child is developing typically.
Illustrates if the child is developing grammar and syntax in accordance to their age.
