Chapter9

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Utah State University *

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3200

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Linguistics

Date

Apr 29, 2024

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pdf

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2

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Marley Rodwick Chapter 9 Review COMD 3200 4-8-24 1. Discuss how dialects develop. Dialects are important to every individuals speech pattern. They represent regional or social variations, showing differences in pronunciation, vocabulary, and grammar. On the other hand, accents mainly focus on pronunciation distinctions. Dialects emerge over extended time due to geographical or social isolation. Dialects can sometimes foster stereotypes, like intelligence, wealth, and education. 2. What is the difference between sequential and simultaneous bilingualism? Simultaneous bilingualism is when children learn two or more languages from birth, either in majority or minority comminuties. They usually have proficiency in both languages, though minority community children may prioritize the majority language in school. Sequential bilingualism involves learning languages at the same time, often within the first three years of life. Debates exist over whether bilingual children initially combine languages into a single system or create separate systems from the start. 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). Understanding the difference between language differences and language disorders is important for professionals working with kids. Sometimes, it's difficult to distinguish between the two, as they involve normal differences in language development.
Misidentifying a child's language abilities can have serious consequences for their education. For example, imagine a child who struggles with making eye contact and taking turns during playtime. These behaviors could be a big language disorder, or they could simply show cultural differences in communication. Not being able to differentiate between the two can lead to overidentification or underidentification for special education services. By getting it right, we can avoid labeling someone with a disorder they don’t have and focus on supporting their strengths instead. 4. What are the three reasons that bilingual children might engage in code switching? Explain each. Filling lexical or grammatical gaps: They use code switching to compensate for weaknesses in vocabulary or grammar,using their stronger language when they need. Pragmatic effect: Code switching helps show emphasis, emotion, or to quote someone else in the right way. Social norms and identity: It reflects community norms and helps express belonging to their culture or linguistic identities. 5. What four stages do children who have limited or no English proficiency and arrive in English classrooms go through? Explain each. Home language stage: (L1) At first, children use their home language in the classroom, but they soon realize they can't communicate well with others. Nonverbal period: At this stage, children produce little or no language as they focus on receptive acquisition of English. Some might use gestures like pointing to communicate until they learn enough vocabulary. Younger children tend to remain nonverbal longer than older children. Period of telegraphic and formulaic use: Children start imitating others, using single words to label, and using simple memorized phrases. They can use basic language like requesting, negating, affirming, and commenting but struggle with creating sentences. Period of language productivity: Although they're still not proficient, children's communicative abilities expand. They begin building simple subject-verb-object sentences, often depending on verbs like make, do, and go. A preschooler might say, I make picture, or I go home.
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