Section 1
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• Three types of linguistic diversity
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Date created
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Cards (73)
Section 1
(50 cards)
• Three types of linguistic diversity
1. Dialect diversity 2. Differences in registers 3. Differences in language
Expressive Language
refers to a child's production of language to communicate
• Dialect
specialized variations of a language
3. Syntactic Knowledge
the knowledge of how words can be combined in meaningful sentences, phrases or utterances
Code mixing
(language mixing) may reflect the parents use of the two languages
Mediation
an interaction pattern in which an adult focuses on simplifying the learning stimulus or task to facilitate the language interaction with, and comprehension by, a child
Linguistic scaffolding
language used to support a child's attempts to communicate; may involve questioning, expansion, and/or repetition
Sapir-Whorf hypothesis
the way we think and view the world is determined by language.
Morpheme
smallest unit of meaning in language
2. Semantic Knowledge
refers to the word labels that specify concepts and also to the semantic networks or schemata that represent the interrelations between concepts
Phonemes
smallest linguistic unit of a sound which is combined with other phonemes to form words
Accommodation
the process in which a current cognitive structure or schema is changed to incorporate a new concept.
Sociolinguistics
relationship between linguistic behavior and social situations, roles, and functions.
Five quality features in parents language interaction with children
1. Language Diversity 2. Feedback tone 3. Symbolic emphasis 4. Guidance Style 5. Responsiveness
Underextension
when a label or word is inappropriately restricted or limited in referring to objects/events.
Child directed speech
the specific language structures and discourse patterns that adults use with young children to increase their comprehension and participation in communication; also called baby talk
• Onset
the initial consonant cluster of a syllable that precedes the first vowel of a syllable
Verbal-deficit perspective
contended that anyone who did not use English didn't have a valid language and was verbally deficit
Ethnography
uses participant observation in real-life settings and focuses on individuals within their social and cultural contexts.
Register
refers to the specific ways of using language differently in different settings
Schemata
abstract cognitive structures stored in human memory to represent events concepts or relationships
Inflectional Morphemes
bound morphemes that change a word to correspond to syntactic rules(Ex. cat-cats, Mary-Mary's hat; walk-walked)
• Pidgin
language that developed in response to the interaction of two groups of people who did not initially share a language.
1. Phonological Knowledge
refers to knowledge about sound symbol relations in a language
Shared Reference
When two people (adult or child) attend to the same stimulus (event or object)
• Rime
the vowel and any remaining consonants of a syllable
Phonemic awareness
a conscious awareness of distinctive speech sounds
Communication Loop
a circular or cycle-like exchanging of the roles of speaker and listener.
Sound play
occurs when children manipulate the phonemic elements and prosodic features of pitch, stress, and juncture.
Phonics
knowledge that alphabetic symbols(letters) are used to represent the specific sounds and words used in written language
5. Pragmatic Knowledge
knowledge of the different ways in which language is used in different settings and for different purposes
Genderlect
children learn how language is used in relation to one's gender
Conventional spelling
how the words are really spelled
Assimilation
the process of incorporating a new concept into an existing conceptual schema.
Overgeneralization
instances where a speaker assumes that a word follows a specific regular pattern or rule when it does not(Ex. go-goed; good-goodest
Verbal mapping
the interaction pattern in which an adult verbally describes the object or action in a level of detail appropriate to the developmental level of a child.
Syntax
grammar of a language
Receptive Language
refers to a child's comprehension of words (oral or written). When a specific word is used the child knows what it refers to or represents.
Prosody
pitch/loudness/tempo/rhythm
Simultaneous bilingualism
usually found in homes where parents speak two or more languages
Phonological Awareness
conscious awareness of distinct speech sounds and language
Additive bilingualism
child's language skills are enhanced in both languages
Subtractive bilingualism
result of acquiring a second language results in the loss of the child's first language
4. Morphemic Knowledge
knowledge of word structure or how words are composed of one or more meaningful linguistic units
Monologues
extended speech to a listener without conversation turn taking.
Successive bilingualism
children acquire their second language after age 3
Overextensions
when a label or word is used inaccurately for referents that resemble the appropriate referent in some way; for example, labeling all vehicles "trucks."
Code switching
conscious and deliberate use of two languages within the same sentence or from one sentence to another
• Creole
when a pidgin language has been used across two generations. So that children of initial speakers learn to speak it they acquire the new language as their "mother tongue."
Mean length of utterances
a unit that measures the length and complexity of an utterance by counting the number of words and the number of grammatical markings.
Section 2
(23 cards)