Self-Assessment Essay

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University Of Arizona *

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114

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Linguistics

Date

Apr 3, 2024

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docx

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1 Jordan Felix Mosiah Bluecloud LING 114 02 May 2023 Self-Assessment Essay This semester, I had the opportunity to take LING 114. This was an amazing class to take, and I feel like I learned a lot. My target language of choice was Spanish. For this paper, I wanted to cover two learning objectives that I learned throughout the semester. The first objective I will cover is being able to compare and contrast my target language Spanish in terms of phonology, vocabulary, grammar, and cultural components that differ from my first-language English. The second objective is to identify some differences between first-language acquisition and second-language acquisition and how those differences interact with language shift and language revitalization. Language acquisition, language shift, and language revitalization First-language acquisition and second-language acquisition are different in several ways, and these differences are important to understand when it comes to language shift and revitalization efforts. According to O’Grady and Hattori, FLA occurs during early childhood when the brain is highly receptive to language, while SLA occurs later in life, usually after puberty. Additionally, FLA is an implicit process where children acquire language without explicit instruction, while SLA is often explicit and requires conscious effort to learn. They state this by saying, “The fact remains that few adult learners attain native-like proficiency—even, as the immigrant studies show when they spend much of their life immersed in the new language." (O’Grady and Hattori, 2016).
2 Emerson Lopez Odango states that language shift is “a process in which language X as spoken by the parental generation is not acquired by the child generation.” (Odango, 2015). This often happens due to factors such as migration, urbanization, and globalization. When this happens, younger generations may not learn their native language as their first language but rather pick up another language instead. This is something I can relate to because my family members are fluent in Spanish, but because my family only spoke to me in English at a young age, I was never able to become fluent in Spanish. With this in mind, we can go into language revitalization and how its goal is to reverse language shifts. Reclaiming and preserving endangered languages are the goals of language revitalization initiatives. According to Hinton, effective language revitalization techniques should include the community's unique requirements and objectives, as well as the learners' ages and linguistic skills. In line with Hinton's assertion, "revitalization methods must be tailored to the specific needs and goals of each community." (Hinton, 2001). Bruno talks about how crucial it is to comprehend the distinctive linguistic traits of endangered languages while creating revival strategies. For instance, while creating a writing system, particular consideration must be given to the complicated syllable structure of the Waimiri Atroari language. The Brazilian Waimiri Atroari people's language revitalization initiatives are the main topic of Bruno's study. She explores the value of linguistic analysis in assisting language revitalization initiatives and emphasizes the necessity of knowing syllable structure and phonology in creating a writing system for the language. In order to encourage language learning and preservation, Zahir (2018) highlights the value of language nesting in the domestic setting. Creating a language-rich environment in the family and providing the kid with opportunities to use and practice the language are two aspects
3 of language nesting, according to the author. When used in language revitalization projects, this strategy can be very beneficial. The takeaway from this is that, when creating language revitalization plans, it is important to consider the distinctions between FLA and SLA as well as the elements that influence language shift and revival initiatives. According to O'Grady and Hattori (2016), Hinton (2001), Bruno (2010), and Zahir (2018), efficient language revitalization techniques should be adapted to the particular requirements and objectives of the community. They should also take into account the particular linguistic characteristics of the target language. Comparing and contrasting my target language and first language My target language for this course is Spanish. Spanish and English are very different from one another, and their differences lie within their phonology, vocabulary, grammar, and cultural elements. These variations have an impact on how words are used and represented in each language. Deutscher argues that "languages differ in the way they carve up the world, and this, in turn, affects how their speakers perceive, remember, and think about the world" (Deutscher, 2010). This suggests that a language's grammatical makeup affects how its speakers view the outside world. For instance, the formal and informal ways of addressing individuals in the Spanish language reflect the culture's focus on respect and hierarchy. In comparison, there is less formality in English when addressing someone. The phonological differences are highlighted by Ashby and Maidment (2005). For instance, Spanish and English have different sets of consonants and vowels, resulting in various phonemes in each language. The "j" and "ll" sounds, for instance, are exclusive to the Spanish language, as is the rolled "r" sound that is absent from English.
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