Chapter 9 Review 3200
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Utah State University *
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Course
3200
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
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2
Uploaded by hkalehuawehe
Hannah Kalehuawehe
Chapter 9 Review
1.
Discuss how dialects develop.
Dialects develop over an extended period of time, often due to geographic barriers
like mountains and rivers. Also due to social distinctions or class differences.
Virtually every language has various dialects which implies that individuals
communicate in some form of linguistic variety. Usually, speakers of different
dialects within a language can understand each other.
2.
What is the difference between sequential and simultaneous bilingualism?
Simultaneous bilingualism means that a child acquires two or more languages from
birth, or at the same time. Sequential bilingualism still means that a child acquires
two or more languages, however they learn them in succession. This usually happens
within the first 3 years of a child’s life.
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 critically important for professionals to accurately differentiate between language
differences and language disorders because if a child is identified as having a
language disorder, they may be referred for SPED services when in reality, that may
not be what is best for the child. Also, the opposite could happen. If a child really
needs SPED services and doesn’t receive them because they aren’t identified as
having a language disorder, this could severely hinder them from making progress
and getting the help that they need.
4.
What are the three reasons that bilingual children might engage in code switching?
Explain each.
One reason why a bilingual child might engage in code switching is to fill in lexical
or grammatical gaps. This means that if a child doesn’t know how a word translates
from their proficient language to their secondary language, they may draw on their
strengths and use words in their proficient language rather than using their less
proficient language.
Another reason why a child may code switch if for pragmatic effect. This means they
might code switch to emphasize importance, convey emotion, or quote what someone
else has said.
The last reason why a child may code switch is because this is the social norm of
their community. Some communities may code switch to convey they belong to two
cultures. Children learn to follow this pattern by the adults in their community and
use it in their day-to-day language.
5.
What four stages do children who have limited or no English proficiency and arrive
in English classrooms go through? Explain each.
The first stage is the home language stage which means that children use their home
language in the classroom with their classmates and teachers. Children tend to not
stay in the stage for long because they realize that speaking in their home language is
not a successful way to communicate with others that don’t speak that language.
Stage two is the nonverbal period which is when children speak very little to not at
all. They resort to using gestures to communicate until they have learned a sufficient
number of words in English. The third stage is the period of telegraphic and
formulaic use. This means that children begin to imitate other people, uses single
words to describe items, and use short phrases that they have memorized. The fourth
stage is called the period of language productivity. In this stage, children still are not
proficient speakers of English, however, their vocabulary is continuing to grow, and
they begin to create simple sentences although they may not be grammatically
correct.
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