Chapter 9 Review

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Utah State University *

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Linguistics

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May 25, 2024

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Katy Robinson Chapter 9 Review 1. Discuss how dialects develop. Dialects are regional or social varieties of language that differ in terms of their pronunciation, vocabulary, and grammar. Dialects develop over a long period of time. It happens when people are separated by geological or social barriers. For example, mountains, rivers, and social class. 2. What is the difference between sequential and simultaneous bilingualism? Simultaneous bilingualism is when a child acquires 2 or more languages from birth. For example, from birth the child may learn English from their mother and Spanish from their father. Sequential bilingualism is when the languages are learned in succession. For example, the first language learned might be English. The child then learns their second language. 3. Discuss why it is critically important for professionals to accurately differentiate language differences from language disorders. (Note: This is an opinion question-- the topic is not specifically covered in chapter 9, however, you can read about this at the beginning of chapter 10 if you need guidance. I will accept your opinion versus a summary of what is in chapter 10. I think this question goes better with the material presented in chapter 9). It is important for professionals to accurately differentiate language differences from language disorders because they are not the same thing. If a child is learning two languages, they may have trouble in the areas for content, form, and use. The child’s brain is working differently because they are learning two languages. This does not mean they have a language disorder. A child with a language disorder does have problems in the areas of content, form, and/or use. These problems make it hard for the child to learn certain language skills. It is important to distinguish between language differences and language disorders to ensure appropriate intervention and avoid misdiagnosis. 4. What are the three reasons that bilingual children might engage in code switching? Explain each. There are three reasons a bilingual child might engage in code switching. The first is to fill in lexical or grammatical gaps. A child may code switch more often when using the language, they are less proficient in. For example, they may not know a word in the less proficient language so they fill it in with a word from their proficient language. Another reason a child might engage in code switching is because they do not have a translation equivalent of a word regardless if they are using their more proficient or less proficient language. The third reason for code switching is social

norms of their community. A child may do this to demonstrate that they belong to two cultures. 5. What four stages do children who have limited or no English proficiency and arrive in English classrooms go through? Explain each. Children go through four stages when they have limited or no English proficiency and arrive in English classrooms. The four stages are home language stage, nonverbal period, telegraphic and formulaic use, and language productivity. The first stage, home language stage, refers to when children use their home language in the classroom. This generally doesn’t last long. Children realize using their home language doesn’t support effective communication with adults and peers. The second stage, nonverbal period, children produce little to no language as they begin to acquire their second language. Children tend to use gestures to communicate needs or wants until they have acquired a adequate number of words in L2. The third stage, telegraphic and formulaic use, children begin to imitate others, use single words, and use simple phrases that they have memorized. During this stage, children are repeating phrases but they cannot yet formulate a sentence on their own. The fourth stage, language productivity, is the period when children are not yet proficient speakers of their L2, however, their communicative inventory is expanding.

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