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Evidence-Based Acquisition
E-book Collections
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Open Access information
Journal mutations
Part of
Multilingual Acquisition and Learning: An ecosystemic view to diversity
Edited by Elena Babatsouli
[
Studies in Bilingualism
67] 2024
► pp.
639
–
645
◄
previous
Subject index
A
Abbreviated Torrance Test for Adults
40–41, 44–45
academic experience
65
accent
195–196, 206, 209
accentedness
198, 435–437, 439, 443–444
accent-free
405
accent ratings
436, 437, 439, 443
accented speech
172, 613, 619, 630, 632
deaccenting
542
foreign accent
437, 439, 614, 615, 621, 630
multi-accent
195, 197–200, 202, 206
regional accents
196
acquisition
1–28, 36, 61, 90, 194, 380, 426
context of acquisition
434, 457, 464
ecosystemic parameters
12
scenarios of acquisition
435, 443
adult speech
348–426
affective filter/factors
4, 95–96, 145, 284
lexical representations
95–96
motivation
95–96, 103, 104
perceived competence
95–96, 100–102, 104, 108
self-esteem
95–96
typological similarity
95–96
age
38, 44, 67, 145, 198, 247–250, 261, 283, 297, 300, 309, 312, 315, 382, 385, 410, 429, 432, 437, 443, 458, 487, 511, 515
age of first exposure
521–522
Aizu, Yoriko
556
ambient influence
220, 226, 236
Andersson, Anders-Börje
617, 620, 626, 630
AND-languages
561, 562
Archibald, John
10, 348, 428, 429
Armstrong, Andrew
60
attrition
6, 10, 68–69, 198–199, 200–201, 405
Assessment tools/measures
Alberta Development Language Questionnaire
255
Alternative Uses Test
40–41
Arabic Expressive Vocabulary Test
255
Arabic Picture Vocabulary Test
255
Bilingual Language Profile
210, 410, 421
Communicative Development Inventory (CDI)
475, 482, 484–485, 488–492
Diagnostic Evaluation of Articulation and Phonology (DEAP)
226, 229
Diagnostic Evaluation of Language Variation
125
Dynamic Evaluation of Motor Speech Skill
296
Évaluation sommaire de la phonologie chez les enfants d’âge préscolaire
254
Expressive One-word Picture Vocabulary Test
255
Glaspey Dynamic Assessment of Phonology
296
Index of Phonetic Complexity (IPC)
481, 486
Intelligibility in Context Scale (ICS)
223, 224
Inventory to assess language knowledge (ITALK)
223, 224
Measure of Cluster Proximity (MCP)
188
Overall Assessment of the Speaker’s Experience of Stuttering
150
Peabody Picture Vocabulary Test-III
255
percentage of consonants correct (PCC)
219–220, 231
Questionnaire for Parents of Bilingual Children: Infants and Toddlers Version
483
Speech Participation and Activity Assessment of Children (SPAA-C)
223, 224
Torrance Test of Creative Thinking
40–41
Total Conceptual Vocabulary (TCV)
474, 483, 485, 489
Total vocabulary (TV)
474, 479, 483, 485, 489
Vietnamese Speech Assessment (VSA)
226, 229
Wechsler Individual Achievement Test
594–595, 612
Wug test/task
501, 503
AutoPATT
188
awareness
dyslexia awareness
105, 106–107, 110
cross-linguistic awareness
438, 442
meta-awareness
433, 445
metalinguistic awareness
285, 432, 435, 502
metaphonological awareness
436, 438, 442, 443, 445
morphological awareness
502–506
phonological awareness
436, 591, 616, 620
written word awareness
590
B
Babatsouli, Elena
1, 8, 12, 14, 15, 188, 190, 212, 244, 398, 481, 494, 495, 580, 633
Bahr, Ruth Huntley
8, 11, 13–14, 26, 586
Ball, Martin John
143
Bannert, Robert
614, 617, 623
Barrière, Isabelle
7, 324, 328, 331
Barlow, Jessica
230, 231, 249, 264, 406–407
Bátyi, Szilvia
272
Bedore, Lisa M.
117, 118, 223, 382
Bernhardt, Barbara May
14, 95, 188, 240, 250, 255, 383
Bérubé, Daniel
246, 251, 255, 264
Best, Catherine
206, 247–248, 340, 615, 623
Bialystok, Ellen
500–504, 522
bi-dialectal
195, 197–200, 202, 206
bilingual
adults
225–226, 236
children
222–241
bilingualism
143, 145, 197–201, 453, 295–296, 304–306, 309, 311–315, 317–318, 324, 502–504
L1 attriters
See Attrition
late-L2
198, 200
heritage language
15, 60–83, 198–199, 207, 324–325, 389–390, 398, 405, 410
sequential bilinguals
67–72
simultaneous bilinguals
67–68
use of two languages
247, 248, 249, 251, 256, 260, 261 262, 263, 264
bilingual phonological development
246, 250, 251, 263, 264, 265
Bioecological Systems Model
12, 14, 29, 252–253, 252, 258, 261, 264, 267
child internal
250, 261, 263, 265
chronosystem
11
exosystem
11, 252, 253, 256, 257, 260, 261, 264, 266
macrosystem
11, 252, 253, 256, 257, 258, 261, 264, 266
mesosystem
11
microsystem
11, 252, 253, 256, 257, 260, 261, 263, 264
Bóna, Judit
272
British South Asians
198–199, 203
Bronfenbrenner, Urie
11, 29, 252, 253, 267
Bunta, Ferenc
7, 272
C
case-marking
328
causality
9
child speech
194–324
child-directed speech
200–204
paternal
203
Chung-Fat-Yim, Ashley
36
clinical implications
264
clitics
563
cliticization
576
code-switching
44–45, 51, 68, 91, 173, 468
cognates
410, 453, 455–457, 461–462, 465, 468, 469
cognate facilitation
455–456
Cognitive Constructivism
6–7, 300
Colantoni, Laura
10, 380, 384
complementizer
126, 532, 537–538, 541–542, 560, 571, 576
Complexity Theory
429, 430, 431
complexity
6, 9, 12, 76, 80, 93, 117, 126, 255, 280, 301, 311, 323, 391, 427, 429, 431, 433, 481, 491–493, 586, 591, 596–597
complex sentences
63–64
comprehensibility
437, 443
comprehension
63–65
Computer-Assisted Data Analysis
phonological
179–183
morphological
183–186
utterance-level
186–188
conditional
541–542, 545–546, 547
conjunction
524, 534, 556
comitative conjunction
561
NP conjunction
561, 566
VP conjunction
561, 566
connected speech
219, 222, 302–303, 307, 311–312, 316–317, 320, 323, 337
Conover, Laura
586
consonants
219–220, 223
consonant inventory
230
Contrastive Hierarchy Model
349, 376, 428
convergent thinking
41, 49
coordination
561
coordinand
556, 557
conjunctive coordination
563, 566
disjunctive coordination
563, 566
creativity
definition
39
measurement
40–41, 44–45
Critical Period Hypothesis (CPH)
3
cross-linguistic
influence (CLI)
198, 200–201, 207, 380, 383, 396, 428, 438, 440, 444, 445, 501
interaction
250, 252, 264
transfer
219–220, 227, 230
Crowe, Kate
219
cue
38, 63, 73, 75, 76, 229, 295, 297, 299, 301–304, 308, 327–329, 353–355, 359, 396, 538
cue re-weighting
359, 361
culture
8, 13, 38, 43–44, 51–52, 92, 200, 203, 208, 274, 279, 283, 286, 459, 613, 633
culturally and linguistically diverse (CLD)
14, 16
Cumulative-Enhancement Model (CEM)
428
D
Davis, Barbara L.
7, 223, 384, 480, 592, 593
Deacon, Hélène
501, 502, 505, 524
Deductive Feature Acquisition Hypothesis
538–539
derivation
504, 507, 508, 509, 510
De Saussure, Ferdinand
1–2
development
390
phonetic and grammatical
389
dialect
12, 15, 116, 219, 223
bidialectalism
12, 14
dialect-general overt form
123, 127, 128, 130, 132
dialect-specific overt form
121, 123, 124, 126–128, 130, 132
multidialectalism
12
Dialect vs. Disorder
116, 118–124, 133
diglossia
197
diagnosis
219–220, 222, 238, 295, 306, 503
age of diagnosis
101
Diagnostic Evaluation of Language Variation
125
Disorder within Dialects
116, 117–124, 133
within Diversity
118
within Variation
118
divergent thinking
40–41, 43–44, 49
Dodd, Barbara
219, 226, 230, 232, 239
dos Santos, Christophe
7, 473
dual immersion
70–71, 77, 79
Duncker, Karl
36–39
Dynamic Assessment
13, 14, 288, 295–296, 300, 302–304, 306, 313–314, 316–319
Dynamic Evaluation of Motor Speech Skill
296
Dynamic Model of Multilingualism
429
Dynamic Systems Theory
2, 376, 429
dyslexia
90–99, 283, 504, 588
dyslexia awareness
105, 106–107, 110
dyslexia in Italy
93–95
dyslexia in Germany
93–95
dyslexia and L2 development
95
impact of dyslexia diagnosis
105–107
timing of dyslexia diagnosis
95–96
Dziubalska-Kołaczyk, Katarzyna
2, 426, 430
E
ecology/ecological
5, 52, 164, 247, 325, 326, 327, 330–336, 454, 467–469
ecosystemic
1–33
bilingual assessment
20, 247
clinical assessment
14
parameters in language acquisition
12
education
49–50
elicitation probes
118, 127, 128, 129
enclisis
563, 567, 568, 570
ethnic/ethnicity
15, 20, 195, 198–200, 203, 204, 205, 208, 272, 273–274, 331
Croatian
277
German
276
Hungarians
275
Roma
275
Slovak
276
ethnographic
16, 194, 272, 324, 500
ethnolinguistic repertoire
195, 198–200, 203–204
Exemplar-Based Model
428
executive control
43, 45
expressive lexicon
477, 480
extralinguistic principles
432, 434, 435
F
Fabiano-Smith, Leah
118, 219–221, 227, 230, 250–252, 264
Feature Reassembly Hypothesis
536
Fernandez-Duque, Matias
34
finite markers
116, 117, 123–127, 129, 130, 133, 134
first language (L1)
10, 61, 171, 188, 197, 248, 250, 276, 280, 356, 432, 442, 456, 460, 467, 479, 504, 511, 613, 624, 615, 630
Flege, James
198, 200, 246, 249, 251, 357, 404, 418, 428, 615, 631
flexibility
43, 46
focus
299–301, 317
Full Transfer Hypothesis
541
functional fixedness
37–38, 48
functional categories
125, 126
Fürész-Mayernik, Melinda
172
G
Gender
9, 68, 71, 75, 82, 197, 202, 203, 205, 208, 254, 315, 328, 380–398, 458, 476, 569, 626
gender agreement morphology
76
general topics
36–169
Gildersleeve-Neumann, Christina
230
Glaspey, Amy
296, 301–303, 306, 311, 314–317
Glaspey Dynamic Assessment of Phonology
296
Goldstein, Brian
219–220, 239–240
granularity
591, 605–607
Groupe Coopératif en Orthophonie
255
H
Halliday, M. A. K.
146
Haspelmath, Martin
557, 558, 559, 562, 579
Haugen, Einar
11
Heritage language
15, 60–83, 198–199, 207, 324–325, 389–390, 398, 405, 410
Holm, Alison
176, 188, 219, 230, 232, 234, 239, 264
Hopf, Suzanne
240, 241
I
indexicality
202–204
inflection
327, 504, 507, 509
Ingram, David
4, 240
inter-generational transmission
198–200
island effects
530–531
imitation
78, 111, 297, 299, 300, 305, 398
imitation abilities
298
individual differences
64–65, 83
input
cumulative input exposure
63–67, 476, 480, 482, 484, 486, 493, 501, 506, 511, 521, 523–525
current input exposure
63–67
input quantity
67–68, 325, 334–335, 338–340
input quality
68–69
insufficient input
69
exposure to two languages
247, 248, 249, 251, 256, 260, 261 262, 263, 264
insight
41, 46
intervention
42, 93, 96, 297, 299–301, 303–304, 309, 312, 316, 318, 220–221, 264–265, 287, 297, 300, 539
K
Kern, Sophie
7, 473, 477
Kehoe, Margaret
196, 251, 261, 266, 295
Kharkhurin, Anatoly
43–45, 49, 51
Kimura, Takayuki
538–539, 550–551
Kuhl, Patricia
194, 201, 247–248, 383, 428
Kupisch, Tanja
5, 90, 199, 213, 214
L
L1 attrition
68
L2 Status Factor Model
428
L3 phonology
436, 443
Labov, William
9
language
alphabetic
586
alphasyllabary
586, 605, 608
activation
43
aptitude
65
dominance
338
immersion
49
majority
457, 458, 464
minority/minoritized
70, 247, 260, 261, 262, 265, 266, 500, 504, 505
mixing
49–50
non-alphabetic
608
proficiency
44–45, 47, 51
samples
118, 124, 130, 131–134
switching
45
Language Acquisition Device (LAD)
3
language contact
198–200, 203
language dominance
476, 480, 483, 488
language universal
3, 10, 13, 154–155, 356, 376, 434, 443, 533, 543, 556–557, 560, 563
descriptive universal
560, 563
typological universal
563, 564
laterals
195, 200–201, 203, 204, 205, 207
Law, James
218, 295, 313, 315
letters (alphabet)
156–157, 591, 600, 617, 618, 624
lexical
43, 62, 95, 173, 183, 194, 197, 202, 296, 353, 360, 381, 386, 388, 391, 397, 474–483, 501–503, 587
frequency
453, 459–460, 464–465, 467
selectivity
474, 480–483, 491–492
lexical access
452–453, 460–461, 465
picture-naming
455
storytelling
456–457, 467, 469
lexicon and grammar
452–556
lexicon size
480–481, 483, 488–489, 491–492
Lexical Quality Hypothesis
95
Liceras, Juana M.
10, 556
linguistic
linguistic literacy
73
linguistic preferences
433, 434
linguistic scoring
586, 595
Linguistic Proximity Model (LPM)
428
literacy
60–66
Literacy Enhancement Hypothesis
60–83
Llamazares, Marco
556
longitudinal
14, 176, 266, 478, 586
M
MacLeod, A.N. Andrea
219–220, 246, 247, 253, 255, 286, 287, 307, 404
Marian, Viorica
37, 43, 49
Matrat, Mélodie
295
markedness
351, 363
Margetson, Kate
219, 223, 227, 234, 237, 240
mathematics
47
McLeod, Sharynne
15, 37, 95, 176, 209, 218–224, 229, 239–240, 251, 262, 285
Measure of Cluster Proximity (MCP)
188
Medina, Angela
4, 143, 164
Melloni, Chiara
5, 500
mental imagery
48
Meziane, Rabia Sabah
13, 219–220, 246, 247, 253
Minimalist Program
531, 536
migrant background/migration
67, 70, 77, 199, 272, 408, 501, 525
mixed determiners
394
Miyamoto, Yoichi
10, 529
monolingual
196–197, 295–296, 306, 309, 312, 315, 317–318
Montrul, Silvina
60, 382, 421
morphosyntax
70
receptive skills
325, 332–335
comprehension
325, 332–335
Müller, Nicole
143
multiculturalism
43, 51–52, 199–200
Multi-Dimensional Interactive Representations Model
248
Multilingualism
4, 9, 12, 14, 15, 36–52, 169, 199, 272, 280, 285, 324, 326, 330–331, 426, 429
multilingualism factor
429
Munn, Alan
565, 566, 580
N
Nakamura, Chie
529
Native Language Magnet Model (NLM)
248, 428
Natural Growth Theory of Acquisition
426, 430, 432
Natural Phonology
430
narratives
388–89
Navracsics, Judit
272
negation
125, 126
Nicoladis, Elena
382, 398, 452, 500, 502
nominal bias
477–480, 491
nonword(s)
127, 504, 506, 512, 513, 524, 525
noun enclisis
571, 572, 573, 574
noun proclisics
571, 572, 573, 574
null and overt subjects
72
O
Oetting, Janna
116, 219
Ontogeny Phylogeny Model
2
operator
defective operator
533
operator-variable chains
548–550
oral
oral acceptability judgements
570
oral protocols
438, 442
oral production
616, 622, 623, 631
Orthographic Depth Hypothesis
91, 619, 632
orthography
586–613, 587, 615, 619, 629, 632
graphotactic
591
opaque
605
phonotactics
585–590
orthotactics
585–590
morphotactics
585–590
transparent
587, 590, 591, 605, 607
Otaki, Koichi
529
Overall Assessment of the Speaker’s Experience of Stuttering
150
P
Parapatics, Andrea
272
Pascoe, Michelle
219, 220, 239
passive sentences
64–65, 74–77
passives
62–63, 65, 75–82
passivization
75–76
peers
79, 92, 96–98, 108, 111, 119, 159, 195, 196, 204, 208–209, 218, 249, 280, 301, 474, 505
Peña, Elizabeth D.
44, 51, 127, 223–224, 295, 301, 313, 383, 516
Pérez-Leroux, Ana T.
380, 381
Perceptual Assimilation Model (PAM)
247, 428, 630
Pert, Sean
219, 239
Phạm, Ben
226, 229
Phon
172–177, 255
PhonBank
170–171, 189
phonetic
325, 329, 336, 426, 436
acoustic analyses
329, 337–338
articulatory systems
329
complexity
481–482, 486–487, 491–493
skills
325, 337
Phonex
177–181, 184–188
phonology
426, 436, 613, 619, 621, 624, 632
expressive skills
325, 337
speech perception abilities
329, 336
phonological
development/skills
296, 312, 319
disorder(s)
298, 302, 316–317
processes
220, 233–234
salience
384
pluralization
506, 513, 518
POMAS
595–597, 600
POMplexity
596–600, 604
Post, Brechtje
194
preschoolers
326, 327, 330–331, 336–337
probe-goal (relation)
533–534
problem-solving
definition
39–40
measurement
41, 46
Processing Rich Information from Interactive Representations Model
248
proclisis
563, 567, 568, 570
prosody
556, 561, 563
processing
62–65, 73–82
proficiency
224–226, 458, 464, 468
pronunciation
614, 616, 617, 619, 623, 630, 632
R
relative clauses
62–66
remotes Associates Test
41
regularisation
205
restructuring
370–375
rhotics
352
Rose, Yvan
169, 254
Rvachew, Susan
296, 298–301, 307, 318–319
S
Saito, Mamoru
532–535, 548–550
second language (L2)
3, 36, 70, 91, 95, 153, 171, 246, 277, 286, 377, 426, 454, 463, 504, 511, 589, 613, 614, 631
Second Language Phonetic Learning Model
250
sociolinguistics
5
Stassen, Leon
557, 559, 561, 580
Scalpel Model
428
scoring
linguistic scoring
586, 595
modified scoring
118, 132, 133
POMplexity
596–600, 604
strategic scoring
116, 117, 118, 125–134
unmodified scoring
118, 132, 133
sentence recall
118, 125, 126
sentence repetition task
78–79
Shafer, Valerie
324
Silliman Elaine R.
586
Sim, Jasper Hong
194
single word tests
218, 220
size judgment
127
Skinner, B. F.
6
sociolinguistic context
247, 250, 251, 252, 253, 256, 258, 262, 265, 266
Sotiropoulos, Dimitris A.
188, 190
Spanish gender
381–383
acquisition
382–383
bilingual acquisition
382
Specific Learning Disorders
93
Speech models of second language (L2) learning
247, 428
Complexity Theory
429, 430, 431
Dynamic Systems Theory
429
Multi-Dimensional Interactive Representations
248
Native Language Magnet Model
248
Perceptual Assimilation Model
247, 630
Processing Rich Information from Interactive Representations Model
248
Speech Learning Model
249, 630
Second Language Phonetic Learning Model
250
Speech models of third language (L3) learning
247, 428
Contrastive Hierarchy Model
428
Cumulative-Enhancement Model (CEM)
428
Dynamic Model of Multilingualism
429
Exemplar-Based Model
428
L2 Status Factor Model
428
Linguistic Proximity Model (LPM)
428
Natural Growth Theory of Acquisition
426, 430, 432
Typological Primacy Model (TPM)
428
Scalpel Model
428
Speech Learning Model (SLM)
249, 428
SLM-r
428
speech production
455
speech sound
195, 200, 222, 247, 263, 295–297, 299, 303, 305, 310, 312, 316–318
speech sound disorder(s) (SSD)
217–219, 238–239, 296–299, 302, 305–307, 309–310, 312–313, 315
speech perception
218, 248, 297–298, 319, 329, 336, 359
spelling
586–587
misspellings/errors
588, 590, 593, 595, 614, 620, 626, 627, 630
spelling ability
588–589, 593, 597–601
stimulability
295–304, 310–311, 314, 316–319
Stemberger, Joseph P.
240, 251, 255, 383
stops/plosives
201, 202, 203, 206–207
stuttering
143, 144–145
subject-verb agreement
African American English
325, 326, 327, 330
Chicano English
330
General American English
325, 326, 327–328, 330
inflectional marking
327
Mexican Spanish
325, 327–328, 330
number marking
328
person marking
328
Russian
327–328
suffixing
328
third-person singular
328
subordinate complementizer
560
affirmative subordination
566
interrogative subordination
566
Suner, Michele
403
system(s)
5–6, 9, 11, 27
chronosystem
11
exosystem
11
macrosystem
11
mesosystem
11
microsystem
11
Swedish
consonants
618, 624, 631
vowels
617, 623
Swedish for Immigrants (SFI)
614, 621, 632
Systemic Functional Linguistics
7, 144, 146–149, 151
interpersonal meaning
151
experiential metafunction
152
T
tense and agreement
117, 125
text exposure
62, 73
Theory of Mind
4
third language (L3)
348, 358, 371, 376, 427, 439
Triple Word Form Theory
586, 595
Tower of London
41–42, 46
transfer
2, 5–6, 10, 20, 108, 115, 156, 172, 191, 198, 202, 251, 264, 327, 330, 335, 340, 349, 405, 219, 229–230, 607, 613, 615, 620, 624, 630, 632
cross-dialectal
235–236, 239
phonological
428, 442, 613, 615, 630
translanguaging
49–50
Typological Primacy Model (TPM)
428
typological distance/proximity
441, 504, 510, 523–525
U
Umeda, Mari
536–537, 551–552
Universal Grammar
3, 376, 536
V
van der Feest, Suzanne
324
variation
64, 66, 83, 91, 118, 125, 132, 144–146, 175–176, 185, 198–199, 202–204
acquisition of variation
207–208
inter-speaker
204
intra-speaker
202
regularization
204
structured/socially conditioned
202
variationist sociolinguistics
197
Venagli, Ilaria
90
Vender, Maria`
5, 500
verb
enclisis
571, 572, 573, 574
conjugation class
507, 508
proclisis
571, 572, 573, 574
Verdon, Sarah
218, 220, 239, 240
vocabulary
13, 45, 65–66, 79–80, 95, 224–226, 255, 257, 263, 309, 312, 315–316, 318, 382, 309–312, 324, 381, 390, 395, 397, 474, 485, 501, 505, 506, 587, 615
voice onset time (VOT)
201, 207, 436, 438, 440, 441, 443
vowels
201, 202, 203, 206, 208
acquisition
383
American English
329, 338–339
bilingual acquisition
383
central
326, 327, 338
centralization
383, 388
inventories
327, 329
lax
327, 338–339
overlap
385
realization, Spanish
383, 386–7
realization, English
383
Russian
329, 338–340
Spanish
329, 338–340
tense
327
Vygotsky, Lev
7
W
Weaker Links Hypothesis
453–455, 462–463, 466–467, 469
Wechsler Individual Achievement Test
594–595, 612
Weinreich, Uriel
9
wh-
wh-indeterminate
532–534, 551
wh-movement
530–531, 535, 539
wh-question
541–542, 544–545
WITH-languages
561, 562
word class
477, 483, 486, 489–490, 493
word learning process
fast mapping
592
retention
592
refinement of lexical network
592
word order
556, 557, 561, 562, 563, 567, 574, 579
VO
556, 563, 564, 574
OV
556, 563, 564, 574
Wrembel, Magdalena
2, 426
written production
613, 622, 625, 626, 630, 631
Wug test/task
501, 503
Y
Yavaş, Mehmet
220, 239, 240, 403, 482, 493
Yusa, Noriaki
529
Z
zero forms
123–128, 130, 132
Zetterholm, Elisabeth
7, 613
Zone of Proximal Development (ZPD)
7
Zwicky, Arnold
563, 580