Comd 2500 Chapter 9

Front 1

Varieties of language that vary only in
pronunciation, not in vocabulary or
grammar. Contrast dialects.

Back 1

Accents

Front 2

The way in which a culture deals with
infant-directed speech. It can range from
highly child centered to highly situation
centered.

Back 2

Communicative
Accommodation

Front 3

Language input that is just slightly ahead of the
learner’s current state of grammatical
knowledge. Also known as the i + 1 level ,
where i is the learner’s current state of
knowledge. Part of Krashen’s (1985) theory
that language that contains structures a second
language (L2) learner has already mastered will
not help his or her acquisition of the L2, nor
will input that is too difficult.

Back 3

Comprehensible
Input

Front 4

The verbs make, do,
and go. Children rely on these verbs
heavily during the fourth stage of L2
development, or the period of language
productivity.

Back 4

General Allpurpose
Verbs

Front 5

First stage of learning English as a second
language. During this stage, children use their
home language in the classroom with other
children and adults. They usually cease to do
so upon realizing that it does not promote
successful communication with other people.

Back 5

Home Language
Stage

Front 6

The language system speakers create during
second language (L2) acquisition. It includes
elements of the first language (L1) and the L2 as
well as elements found in neither of the two
languages. Example: L1 phonology combined
with L2 syntax, such as “I bring not the
children” by a speaker with German as the L1
and English as the L2.

Back 6

Interlanguage

Front 7

When code switching occurs between
utterances.

Back 7

Interutterance
Mixing

Front 8

When code switching occurs within a single
utterance.

Back 8

Intrautterance
Mixing

Front 9

When the speech of a second language
speaker becomes permanently established in
the interlanguage.

Back 9

Language
fossilization

Front 10

The fourth stage of second language
development, in which children are not yet
proficient speakers of their second language
but their communicative repertoire
continues to expand.

Back 10

Language
Productivity

Front 11

In second language (L2) acquisition, when
the interlanguage stops evolving and L2
learners reach a plateau in their language
development.

Back 11

Language
Stabilization

Front 12

A group of people who speak a language
that the majority of people in an area (e.g.,
country, state, provine) value and assign
high social status. Example: Standard
American English (SAE) speakers in the
United States.

Back 12

Majority
Ethnolinguisitic
Community

Front 13

A group of people who speak a language
that few people in the community speak or
value. Example: Japanese speakers in the
United States.

Back 13

Minority
Ethnolinguistic
Community

Front 14

Second stage of learning English as a second
language (ESL). During this period children
learn little to no language, instead beginning to
acquire their second language receptively.
Some children in this stage us gestures to
communicate until they acquire a sufficient
number of words in their second language.

Back 14

Nonverbal
period

Front 15

The
process by which children who have
already established a solid foundation in
their first language (L1) learn an additional
language.

Back 15

Second
Language
Acquisition

Front 16

The third stage of second language
development. In this stage, children begin
to imitate other people, to use single words
to label items, and to use simple phrases
that they memorize. The variety of
communicative functions they can express is
limited.

Back 16

Telegraphic and
Formulaic Use

Front 17

The idea that bilingual children have a
single language system that eventually splits
into two. According to this theory, children
are not bilingual until they successfully
differentiate between the two languages.

Back 17

Unitary
Language System
Hypothesis