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| children are socialized to use language to meet linguistic norms |
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| an extended language interaction, that is, longer than a sentence. |
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| an examination of the structure of a conversation, looking for linguistic regularities |
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| ethnography of communication |
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| study of discourse in relation to extralinguistic variables that identify the social basis fo communication |
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| a group of speech acts or interactions |
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| circumstances and context surrounding the use of speech |
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| native speakers' ability to produce and understand grammatically acceptable and situationally appropriate sentences |
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| communicative activity or utterance that does something |
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| referential function of language |
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| expressive function of language |
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| directive function of language |
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| getting someone to do something |
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| phatic function OF LANGUAGE |
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| this method looks at the sequential organization of a conversation and how participants manage the conversation of using strategies like turn-taking. |
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| looks at how speakers share the conversational floor or right to speak |
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| word of a phrase that isn't really part of sentence structure but helps an interaction along. Like: you know, um, like |
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| a person's desired public image |
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| based on the notion of face, ___ argues that people use strategies of positive and negative politeness to negotiate personal interactions |
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| desire to protect one's negative face and positive face |
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| actions that threaten people's face wants/needs |
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| an unequal or non-reciprocal relationship between two or more people, predicting who will dominate a conversation |
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| closeness or intimacy, or shared status |
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| the way in which participants address each other |
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| addressing somebody or getting someone's attention without using any address at all |
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| when multiple languages coexist in a single community |
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| asymmetrical bilingualism |
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| situation in which the less powerful linguistic groups are expected to adopt the language of the powerful group in order to access education or government jobs |
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| situation in which two distinctly different language varieties coexist in a speech community acting as social registers, in which the high variety is used in formal situation and the low variety among friends |
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| social or institutional context of language use |
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| when people switch between at least two languages or language varieties in a single conversation |
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| situational code switching |
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| when code switching is constrained by social context, |
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| metaphorical code switching |
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| when code switching is used as a sociolinguistic resource,rather than just to respond to context |
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| matrix language hypothesis |
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| suggest that at any one point in a conversation, one of the language acts as a frame into which material from the other language is inserted |
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| the reciprocal action and influence between languages that occurs as the result of contact between speakers of the languages. |
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| an absence of a word in a particular language |
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| when one language co-opts words and phrases from another |
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| change in a word or phrase over time resulting from the replacement of an unfamiliar form by a more familiar one. |
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| group of languages that have become similar in some way because of geographical proximity and language contact. |
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| language that shares components of two or more languages, generally in equal proportions |
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| example of a mixed language spoken in Manitoba, by the Metis, a people of mixed Cree and French ancestry |
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| language used when speakers of different languages need to interact on a regular basis |
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| language variety stripped of its frills and not linguistically complex |
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| language that supplies most of the vocabulary for the pidgin or creole |
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| variety that has influenced the structure or use of another, more dominant variety |
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| language simplification process that includes fewer and less sounds, etc... |
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| an elaboration process in which a Pidgin's pronunciation gets stabilized and grammar becomes more complex |
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| many origins, the similarities among pidgins and creoles came from common situations |
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| one origin for pidgins and creoles, a hypothesis |
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| least creole like or most standard and usually the highest variety of the creole |
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| most creole like variety, farthest away from the standard and from the acrolect |
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| used mainly in the theory of the creole continuum, this is the intermediary between the basilect and acrolect |
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| a scale or ordering that implies that a feature asociated with a particular point will also be associated with all points to one side of it |
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| using the same speaker to imitate different linguistic features and asking listeners to identify the educational level, socioeconomic status, etc... of the person |
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| widely held beliefs about language that are usually not supported by empirical evidence |
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| critical discourse analysis |
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| assumption that texts promote and reproduce ideologies and that people can be trained to critically read these texts. |
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| use of non-standard spellings to represent pronunciations of individual words that match those of almost all english speakers |
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| branch of sociology concerned with language and studies the social context of language without recourse to analysis of linguistic structure |
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| study of how language survive |
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| goals underlying the language planning process |
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| conscious efforts by government, society, etc...to affect the role and status of language |
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| refers to how widely a language variety is associated with a particular culture or ethnicity is spoken |
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| complete language shift in which the original language is no longer used by anyone, anywhere. |
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| everyone should learn the dominant language |
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| societies and their governments should recognize more than one language |
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| an indigenous or less powerful language should be promoted to official status |
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| non-indigenous language should be encouraged |
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| concerned with choosing between available languages or language varieties and promoting one over another |
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| language declared the language of a state or region by legislative act |
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| concerned with choosing between language varieties in order to one day have it used for all the requirements of a modern society |
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| choosing a language to be the norm, used in corpus planning |
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| establishing norms for the chosen language, particularly written norms |
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| establishing norms for the chosen language, particularly written norms |
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| also called modernization, this involves making sure a language is able to do all of the things expected of it in terms of modern use. Adding vocab for new concepts and objects, etc... |
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| in corpus linguistics, this would include starting to publish books and newspapers in the chosen language and making the norms well known |
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| associated with working class and closed, multiplex social networks, and involves non-standard grammatical constructions that are short, simple, and often unfinished |
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| associated with middle class and broader less multiplex social networks and involves standard syntax and complex sentences |
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| evaluation of vernacular speakers in terms of what their language lacks and what they themselves cannot supposedly do as a result |
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| teaching method in which students who speak one language are taught content in another language |
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| acquired by individuals raised in homes where the region's dominant language is not exclusively spoken |
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| structured immersion programs |
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| where student's who don't speak the dominant languagre are taught that language and taught in that language |
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| when two language are used for instruction for a fairly long period |
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| Passed in 1968, creates bilingual education programs |
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| 1974 ruling that outlawed submersion programs |
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| Mandates testing of LEP kids and abolished the office of bilingual education and replaces it with OELALEAA |
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