Dialects Flashcards

1
Q

What is Dialect Leveling?(2)

A

When one particular dialect is used through education and broadcasting

It can also occur because of increased contact between dialect groups

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2
Q

What is a Register?

What does this depend upon?

A

A speaker’s use of particular features

On the context and conversational partners

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3
Q

What do we call the extent of someone’s use of dialectical features?

What does this depend on? (3)

A

Dialect density

Socio-economic status

Geography

Education

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4
Q

What is Gradient Stratification?

How does this relate to AAE (African-American English)?

A

Systematic differences in the use dialect features

More features of AAE were used in those in lower SE groups than in higher ones

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5
Q

What is Sharp Stratification?

How does this relate to AAE (African-American English)?

A

Linguistic features that clearly differentiate SE groups based on frequency of usage

Substitution of /f/ for /θ/ denotes identification of working class

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6
Q

What is the most important position to pay attention to in AAE?

A

Initial

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7
Q

Are the phonetic skill of children speaking AAE similar to those speaking GAE?Are phonemes acquired at the same rate? How? (3)

A

Yes

No

Those speaking GAE acquired /θ/ earlier

Those speaking AAE acquired /s, z/ early but had more stop, fricative, and affricate errors

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8
Q

What are three consonant patterns in EAE (Eastern American English)?

A

/j/ Addition (/nu/ -> /nju/)

Glottalization (/bɑtəl/ -> /bɑʔəl/)

/t, d/ Substitution for /θ, ð/ (/ðɪs/ -> /dɪs/)

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9
Q

What are three consonant patterns in SAE (Southern American English)?

A

Velar Fronting (/rʌnɪŋ/ -> /rʌnɪn/)

/j/ Addition (/nu/ -> /nju/)

Voicing Assimilation (/grisi/ -> /grizi/)

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10
Q

What sorts of information do SLPs need to gather when assessing individuals whose home language is not English?(4)

A

Segmental

Prosodic

Syllabic

Developmental

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11
Q

How do Spanish dialects tend to vary?

Why is this important to SLPs?

A

Consonant sound classes

We need to know the child speaks Spanish and the dialect of Spanish

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12
Q

What are the first kinds of syllables spoken by Spanish-speaking infants?

A

CV containing oral and nasal stops and front vowels

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13
Q

What have Spanish-speaking children mastered by 3.5 years?(3)

A

Dialect features of their community

Vowel system

Majority of consonants

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14
Q

What have Spanish-speaking infants mastered by 18 months?

A

All vowels

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15
Q

What consonants do TD developing Spanish-speaking children exhibit difficulty with at the end of preschool?(2)

A

Consonant clusters

Phonemes including /ð, s, ʃ, ʧ, ɾ, r, l/

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16
Q

What phonological processes have TD developing Spanish-speaking children mastered at the end of preschool?(4)

A

Cluster reduction

Unstressed syllable deletion

Stridency deletion

Tap/trill deviation

17
Q

What phonological processes do TD developing Spanish-speaking children exhibit difficulty with at the end of preschool?(5)

A

Velar and palatal fronting

Prevocalic singleton omission

Stopping

Liquid simplification

Assimilation

18
Q

When does perceptual discrimination of tones begin in infants?

A

As early as 10 months

19
Q

What do infants learn first: segments or tones?

20
Q

Phonological development in bilingual children is ______ than monolingual children.

Could they differentiate each phonology?

A

Slower

Yes

21
Q

What is interesting about error patterns in bilingual children?

A

They exhibit a larger number of errors and atypical errors

22
Q

What does Negative Transfer mean?

A

Child develops phonological skills in both languages slower than his monolingual peers

23
Q

What does Positive Transfer mean?

A

Child develops phonological skills in both languages faster or commensurate with his monolingual peers.

24
Q

Do most studies show that the language ability of bilingual children is commensurate with their monolingual peers?(2)

A

Yes, They catch up eventually

25
What is bi-directional influence?
When the languages in a bilingual person influence each other
26
What are five examples of the phonology of one language influencing another?
Languages don't have the same phonetic inventories Languages have a different distribution of sounds (Hmong only has the final sound /ŋ/). Consonants have different places of articulation (Spanish /d/ more dentalized) Languages have different phonological rules How and when pronunciation is acquired contributes to how languages influence each other (learning to write English words before learning sound-letter correspondence)
27
What do we need to learn when assessing a bilingual child?
Is the child's phonological system within normal limits for their linguistic community (but don't assume based on location or race)
28
What three things can SLPs do to account for dialectical features?
Become knowledgeable with the features of the dialect or language Sample adult speakers in the child's community Ask for more information from interpreter
29
What language should we assess bilingual children in?
Both if at all possible
30
What should be included in an assessment of a bilingual child?(2)
Formal measures (assessments, etc.) Informal measures (speech sample, etc.)
31
What question can we ask parents about a child's dialectical use?
Does your child sound like other children in their peer group?
32
What is a Bilingual Approach?(4)
Address sounds common in both languages first Identify errors in both languages Most likely to improve intelligibility across languages Generalization
33
What is a Cross-Linguistic Approach?(2)
Focus on specific skills that exist in only one language Both languages are targeted; however skills are worked on separately in each