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6 X 10.Long New.P65 Cambridge University Press 978-0-521-51687-7 - Second Dialect Acquisition Jeff Siegel Index More information Index Aboriginal English (Australian) 3, 5, 7, 8, Appalachian English 117, 226 145, 165, 208, 211–12, 214–15, 226 appropriateness 186, 187, 226, 227, 230 academic achievement/skills 164, 170, 204, Arabic 3, 4, 161 218, 220, 222–3, 225, 228, 231, 232 areal distribution 124 Academic English Mastery Program arguments against SDA educational (AEMP) 216 programs 181–2, 204, 206 accent 9, 34, 56, 62, 63, 64, 65, 66, 71, 97, 107, articulatory distance 124, 125 135, 137, 150, 151, 153, 154, 193 articulatory gestures 143 accent modification/reduction 6, 193, 196–7, attainment in SDA 197–8, 218, 219–20 measurement 22–3 achievement gap 158–9, 165, 230 methodological issues 22–3, 54–5 accommodation 19, 70–3, 76, 123 studies in educational contexts 176, accommodation approach/component 206–10, 179, 182 219, 223, 225, 229, 230 studies in naturalistic contexts 22–82 acoustic (phonetic) analysis 50, 55, 58 correlation with individual factors 102, acrolectal varieties 6–7, 181 110, 113, 115, 116, 117, 118 actors 65–6, 192–3, 218 overall results 51, 84, 92, 101, 134, adaptation rules 67 136, 138 additive SDA 68–70, 76, 109, 178, 180, 194, see also native-like attainment 198, 199, 221 attitudes 1, 26, 34, 43, 64, 83, 89, 98, 106, advanced L2 learners 136–7, 222 107, 116–18, 167, 169, 177, 201, affective variables see individual factors 206, 223–4, 224–5 African American English (AAE) 2, 5, 7, 8, attrition rate 164 9, 60, 68, 117, 143–4, 146, 150, 152–3, audiolingual approach 198 162–4, 169, 170, 172–3, 174, 175–7, Australian Aboriginal English see Aboriginal 183–4, 185, 186, 188–9, 198, 199, English 200, 201, 207–8, 215–17, 225, 229, Australian English (AusE) 2, 3, 7, 8, 9, 10, 230, 231, 233–4 14, 15, 16, 18, 34–6, 37, 66–7, 72, 84, African American-centred approach 233–4 88, 91, 102, 103–4, 105, 106, 108, 110, Afro-Caribbean Language and Literacy 114–15, 117, 121, 123, 130, 132–3, Project 214 141–2, 143, 144, 145, 147–8, 153–4, age of acquisition (AoA) 51, 71, 83, 84–100, 195, 197, 211, 220 107, 110, 111, 115, 119, 135, 219–20 authentic self see true self Alabama dialect (American English) 60–1, 63 automaticity 74, 219 allophones 17, 143 awareness approach/programs 210–18, 219, American English (AmE) 2, 3, 5, 7, 8, 9, 10, 220, 221, 223, 225 26–30, 29–30, 62, 63, 65, 68, 76, 114, awareness of linguistic differences 172–4, 117, 121, 123, 130, 135, 139, 140, 141–2, 176, 177, 180, 183, 220, 221–2 143, 145, 157, 167, 175–7, 193, 194, 195 see also standard variety/dialect, backsliding 180 American English Bahasa Melayu 162 anxiety 224, 225 Basel dialect (Swiss German) 48 270 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-51687-7 - Second Dialect Acquisition Jeff Siegel Index More information Index 271 basilectal varieties 6–7, 24, 181 cognitive explanations for age effects 99–100 Belgian Dutch see Southern (Belgian) Dutch cognitive/academic language proficiency Belize Creole 107, 217–18 (CALP) 223 Bergen dialect (Norwegian) (B) 40–2, 69, Colloquial Arabic 3, 161 89, 91, 99, 101, 114, 117, 119 colloquial variety 4, 6, 157, 161–2, 166 Bernese dialect (Swiss German) 47–8, 68, 84 Communication Accommodation Theory Bessarabian Yiddish (BesY) 70 (CAT) see accommodation bidialectal approaches/programs 2, 162, 164, competing variants 128–9, 130 198, 199, 216 complexity of rules 84, 92–6, 97, 102, 124, 133 Bidialectal Communication Program 216 comprehensibility 124, 130 bidialectalism 67, 68, 69–70, 76, 79, 81, conditional adjustments 18 116, 134, 146, 151, 172, 177, 187, conditioning environment 129, 130 188, 221, 230 contact-induced language change 154–6 bilingual programs 189–90, 202–3, 204, 205 contexts for SDA 3 bilingualism 77, 79, 132, 134, 140, 146, continuous features 124, 125 151, 178, 187, 188, 198, 199, 230 Contrastive Analysis (CA) 140, 198 biological explanations for age effects 97–8, 100 contrastive approach/component 181, 183, Bislama (Melanesian Pidgin) 3, 190 210, 211, 213, 215, 216, 217, 218, Brazilian Portuguese 3, 5, 38–40, 84, 110, 221–2, 231, 234 113, 119, 121, 126–7 convergence 70, 72, 73, 76 British English (BrE) 2, 4, 7, 9, 14, 15, 18, 19, correction 160, 162, 163, 164, 167, 168, 169, 21, 29–30, 62, 63, 68, 76, 123, 130, 170, 207, 208, 209, 223, 224 135, 139, 140, 145, 153, 166, 193, 195, correspondence rules 67, 68, 82 196 see also Received Pronunciation covert prestige 59, 60, 150, 187, 199 Broad Australian 34 creole 6–7, 146, 169, 170, 174, 181–3, Brunei Malay 162 188, 190, 191, 198, 202, 210 see also individual creoles Caipira dialect (Brazilian Portuguese) creole continuum 6, 181, 182 38–40, 114, 121 Crioulo see Guinea-Bissau Kriyol call centres 195 critical analysis/skills 228, 229 camouflaged forms 144 critical awareness approach 229–34 Canadian English (CanE) 3, 5, 17, 30–3, critical pedagogy 228–9 33–4, 60–1, 63, 68, 72, 75, 114, Critical Period Hypothesis (CPH) 96–7, 97–8 117, 121, 131, 139, 164 crossing 150, 153 Canadian raising 17, 18, 63, 93, 140 Cultivated Australian 34 Caribbean Academic Program (CAP) 218 culturally relevant pedagogy 233 Caribbean creoles 167–9, 181–3, 189, 190, culture, dialect’s relation to 152, 153, 194 198, 209–10, 211, 214, 217–18, 222 culture of D1 speakers in education 164, see also Jamaican Creole 168, 170, 187, 208, 227, 228, 229, Caribbean immigrants 168, 174, 214, 218 231, 232, 233, 234 Carriacou Creole 206 categorical adjustments 17 Da Pidgin Coup 212 categorical mode of speech perception 99 Danish 1, 147 categorical substitution 17, 92, 102–3 denigration (of the D1) 146, 169, 170, 186, Chicano Spanish 5, 165, 200 223, 229, 230 Chinese 1, 165 diacritics 14 Chuˆgoku dialect (Japanese) 54, 121 dialect (explanation) class participation definition 2 see participation vs. language 1–2 Classical Arabic 4, 161 dialect awareness 210 classroom contexts 157–91, 198–218, 220 dialect coaching 6, 65, 192–3, 196–7, 218, 219 Cockney 2, 5, 10, 25, 193 dialect readers 199–200, 208, 225 code-alternation see dialect switching dialect shift 51–4, 67, 70, 125 code-switching see dialect switching dialect switching 3, 68, 69–70, 109, 114, cognitive development 224 125, 159, 182, 183, 208, 211, 233 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-51687-7 - Second Dialect Acquisition Jeff Siegel Index More information 272 Index dialectal differences (explanation) false friends 144 grammar 7–8 Fiji English 4, 166 pragmatics 9 Fiji Hindi 3, 154 pronunciation 9–11 Finnish 53, 111 vocabulary 7 focus on form 221 dialectology 19, 30 Folk Theory of Essences 148 dichotomous features 124, 125, 126 folk views about identity 148–51 differential attainment 83–96, 101–33 foreign accent 193 differentiating D1 and D2 see awareness foreign language teaching (FLT) 198 of linguistic differences foreignness in the D1 60–1 diffusion 155–6 fossilisation 105–6, 107 diglossia 4, 6, 161–2, 166 French 6, 14, 142, 167, 184 diphthongs (explanation) 15–17 frequency 129, 130, 133 disadvantage of D2 learners 169 functional differentiation 69, 70 discourse, modes of 9, 207, 208, 234 discreteness 54–5 gender 110–11, 119 distance see linguistic distance General American English 4 distinguishing differences see awareness see also American English of linguistic differences General Australian 34 divergence 70 geographical distribution 129, 130 dominant culture 171, 228, 231, 232 German 4, 5, 48, 53, 82, 125–6, 140, 158–9, Dutch 21, 44–6, 46–7, 58, 60, 77, 110, 111, 184, 222 135, 159–60, 174, 207 ghettoisation 188–9, 199, 231 see also Southern (Belgian) Dutch goals of D2 learning 138 Greek see Modern Greek ease of acquisition/learning 2, 47, 127–30 Greek Cypriot dialect (GCD) 161–2, 215, 222 Ebonics see African American English Guadeloupe Creole 167, 186 educational approaches for SDA 192–218, 229 Guinea-Bissau Kriyol 167, 204 educational contexts 6, 107, 108, 134, Gullah 233 157–234 effectiveness see evaluations of Haitian Creole 6, 240n, 202 methodologies/approaches Hawai‘i Creole (HC) 3, 6, 10, 16, 20, 146, 152, egalitarian ideology 226–7 171, 185, 186, 187, 198, 199, 208–9, Egyptian Colloquial Arabic 4 212–13, 213–14, 217, 224, 230, 232 English see names of particular dialects Hawai‘i English Program 213–14 English as a second language (ESL) programs/ hegemony 187, 227 approaches 168, 181, 183, 219, 220 Helsinki regional colloquial variety (Finnish) 53 Eskilstuna dialect (Swedish) 43–4, 69, 90, heritage language learning 165–6, 170, 174, 229 91, 108–9 High German see standard variety/dialect, essential self 148, 149, 172 see also true self German Estuary English 195 Hindi 3, 68 see also Fiji Hindi ethnic dialect 5, 6, 117, 146, 153, 157, 162–6, homonymic clash 123 169, 176, 225 Høyanger (Norwegian) 154 evaluations of methodologies/approaches hybridised dialects 57, 61 197–8, 199, 200, 202–3, 203–4, hyperadaptation 58 205, 207, 208, 215–18, 232–4 hypercorrection 58, 71, 160 exemplar-based models 75 hyperdialectism 58, 71 exonormative native speaker model 166, 187 hypocorrection 60 expanded pidgin 6, 169, 190, 198, 202 experimental studies 77–82, 199, 205–6, identification 73, 106–8, 120, 176 216–18, 217–18 identity see social identity explaining positive results 220–5 ideologies 186–8, 226–8, 229–32 explicit knowledge 74, 92, 219 see also egalitarian ideology, monoglot expository writing see writing ideology, standard language ideology external factors see individual factors imitation 64–6, 76, 147, 153, 192, 196–7, 219 ©
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