Week+Three+Rowe+and+Levine+Chapters+7,+8,+and+9

1. Dialect is the shared characteristics in speech of a group of people who live and interact with each other. My text to self connections on dialect comes from my time spent studying abroad in Ireland. The country is about the size of Indiana but has about five different dialects depending on what part of Ireland you come from. I found that after living there for about a year I was able to tell what part of Ireland a person was from just speaking with them for a while. The different areas of Ireland would have not only a different accent but slang terms as well. [|__https://www.youtube.com/watch?v=RbkwZYWDNAw__] Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 2. African American English is the dialect that the African American community commonly uses in the United States. My text to self connection comes from my African American studies class that I took in college where we discussed how the dialect of African Americans has traditionally had negative stereotypes connected to it with laziness and unintelligence but in reality it has no connection to intelligence or industry. It is just a dialect like any other such as Chicago accent or a New York dialect. [|__https://www.youtube.com/watch?v=j7_rihFMB78__] Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 3. Lingua franca is a common second language that people of two different countries will use to speak with one another. My text to self connection comes from a time when I was traveling in Morocco with a group of people from my study abroad college Maynooth Ireland. This group of people was a mixture of European students from different countries who spoke languages like French, Spanish, Russian, or German. But the one language that they all had in common and could communicate in was English. [|__https://www.youtube.com/watch?v=a9ZdC6wZnks__] Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 4. Indirect language is what women in the United States are thought to use more than men. Women use indirect speech by saying things like “Could you please hand me the spoon?” while a man would more directly say “Hand me the spoon please.”. The woman is saying it as a question while the man is telling someone to do it. My text to world connection comes from the video we watched this week with the women being more likely to use the word sorry. It seems as though women are afraid to assert themselves while men aren’t afraid to demand something. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 5. Holophrases are one word phrases that children use while they are first learning language. For example, if they are hungry they may only say “food” instead of “I want food”. My text to self connection comes from when I was recently walking my dog around the block and a small child with his babysitter walked past saying “doggie!”. Somehow the babysitter knew that he meant he wanted to walk over to the dog just with that one word. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 6. Overextension is when a child used a new word like water may use that word to describe all liquids like milk or juice. My text to self connection comes from my cousin’s two year old who likes to call all sweets candy. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 7. Simultaneous bilingualism is when a child is raised learning two different languages simultaneously. My text to self connection comes from when I was babysitting for a family that was bilingual. The parents were teaching their children both English and Spanish words at the same. So sometimes the girl would use the Spanish for a word instead of the English. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 8. Fossilization is when a person has learned a second language but still uses characteristics of their first language with it. My text to self connections comes from when I was working with Japanese students teaching them English. They were able to say words like pilot but because they don’t use the l sound in their first language they still had trouble making that sound in the new language. [|__https://www.youtube.com/watch?v=s4zI-raPnEQ__] Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 9. Onomatopoeia are words that mimic, “the sound made by some agent or situation”. Examples of this are buzz, ruff, or meow. My text to self for this word comes from the students I work with love of comic books. Some of their favorite parts to read are the onomatopoeia words. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski 10. Fingerspelling is when different hand shapes are used to form the different letters of the alphabet. My text to self connection comes from my cousin who is deaf. I often see her communicating with her sister using fingerspelling because sometimes there isn’t a sign for a word she wants to say. It is amazing how quickly she can finger spell a word. Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics(Third ed.). Boston: Prentice Hall. By:Emily Mikolajewski


 * Chapter 7**
 * Phonological variation** is a concept that explains how words are pronounced differently in different regions of the United States (U.S.). There are phonological differences in British English and Spanish speaking countries as well (Rowe & Levine, 2015).

For example, in the U.S., specially Boston, someone from this area may say “Do you /pak ye ka/? Dropping the r is a characteristic of the Boston area. Others, from other regions of the U.S. may say, Did you /park yer kar/?

Another example from the Spanish language is between a Mexican person speaking Spanish and a Puerto Rican. If you are not familiar with the phonological variation between these countries, I recommend you to look to youtube.com. Here is a written example; A person from Mexico will say, “¿Qué es esto?” (What is this?) This is pronounced /ke es esto/. A person from Puerto Rico will pronounce it as /ke e eto/, and not say the s.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 7**
 * African American English (AAE)** “is one of the several names for the varieties of English used in the African community” other names include: Black English, Spoken Soul, Ebonics, ‘down home’ speech, African American Vernacular English (Rowe & Levine, 2015).

People often misconstrue African American Language as sloppy or incorrect, but the language actually shows pride in their ethnicity and solidarity. If you ever read “Their Eyes Were Watching God”, the author from this book uses Ebonics as a way to show the geographic region of the characters.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 7**
 * Tag Questions** “are short questions such as ‘isn’t it?’ and ‘don’t you?’ that are added at the end of declarative statements (Rowe & Levine, 2015). The text states that although all people use tag questions, women use tag questions more often then men. Tag questions are an example of how gender differences exist in language.

A few examples of tag questions are;

“I love the color of this top, don’t you?” “ I think this movie is ending soon, isn’t it?” “ We are going to my mom’s house after work, right?”

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 8**
 * Reinforcement hypothesis** says that “children acquire language by positive reinforcement when they produce a grammatical utterance and being corrected when they don’t (Rowe & Levine, 2015).”

For example, if a child says, “ Nobody won’t play with me!” Instead of the parent bribing the child, the parent simply corrects by saying, “Nobody will play with me.”

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 8**
 * Overextension** “occurs when a child acquires the definition of a word and applies it too broadly (Rowe & Levine, 2015).” Overextension is similar to **over generalize**, when children learn a morphological rule and apply the rule to broadly (Rowe & Levine, 2015).

An example from the text of an overextension would be when a child learns that fish are in the water. The child may then refer to every animal in the water as fish including seals, turtles, frogs, and otters (Rowe & Levine, 2015).

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 8**
 * Simultaneous bilingualism** “occurs when a child acquires two or more languages from birth” (Rowe & Levine, 2015).

For example, a little boy in my preschool class last year knew German and English fluently. His moms said that one spoke in English only and the other mom always spoke in German since his birth. He was simultaneously acquiring two languages.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 8**
 * Second Language Learning after Puberty** is when people learn a language after puberty which is said to be more of an intellectual process than first-language acquisition. Lexical and grammatical knowledge of the new language is stored in a different part of the brain and interferes with the native language, which makes learning harder (Rowe & Levine, 2015).

An example of second language learning after puberty can happen in high school. If you have taken a language class such as Spanish or French, this is a lot harder because the window of time where you could easily acquire another language closed. Another example of second language learning after puberty is when immigrants come go to a new country to live. In the U.S., they are English Learners and often put in separate classrooms because their ability to acquire English is harder.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 9**
 * Cherology** “is the term formally used for the phonology of sign language (Rowe & Levine, 2015).” When researches found that American Sign Language (ASL) has its own phonology, they called it cherology.

The text explains that just like the English Language, ASL has a system of linguistics that consists of of rules similar to those of speech (Rowe & Levine, 2015). Although someone who uses ASL cannot be heard vocally, they still have a voice and a language through sign.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 9**
 * Home signs** are signs invented by deaf people so that their relatives can communicate with them (Rowe & Levine, 2015).

An example would be if a baby is using sign language and lacks the fine motor. The sign may appear differently and as a result, the relatives, parents, or caretaker may do the sign the same as the child instead of the proper one. Another real life example of home signs occurs in Nicaragua. At one point in time, no sign language was available to deaf people in Nicaragua, and as a result, they had to come up with their own home signs to communicate (Rowe & Levine, 2015).

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Alexsandra Gamboa 6/6


 * Chapter 9**
 * Fingerspelling** is when different hand shapes represent different letters of the alphabet (Rowe & Levine, 2015).

Below is an example of the American Manual Alphabet:

 References: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson. Retrieved from https://en.wikipedia.org/wiki/American_manual_alphabet

By: Alexsandra Gamboa 6/6 **Annotations by Nancy Perez** **Chapter 7** **1. Sociolinguistics** – the study of how language and social factors, such as ethnicity, social class, age gender and educational level, are related. (Rowe & Levine, 2015, p.187) I have heard of this concept before, and I am looking forward to studying it. I can see how social factors and language correlate, and how knowing about this will be beneficial for us. The following video talks about sociolinguistics and the factors that form part of sociolinguistics: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **2. Idiolect** – is an individual’s personal, individual way of speaking. (Rowe & Levine, 2015, p.187) I often wonder if someone were to imitate me what they would say, and how they would sound like. The following video explains what your speaking style says about you: [], it’s very interesting to say the least. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **3. Dialect** – is the shared, unique linguistic characteristics of a language community. (Rowe & Levine, 2015, p.188) I used to live near a family who spoke their own dialect. They were Mexican just like me, but the town where they come from has their own dialect. The following video doesn’t only explain dialect but it gives examples of different forms of dialect in the U.S.: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **4.African American English** – is one of several names for the varieties of English used in the African American community. (Rowe & Levine, 2015, p.193) I didn’t even know this was a term, but I’m interested in finding out more about this since it reminds me of “Spanglish”. The following video is neat because it shows African Americans perspective on their English: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **5. Slang words** – newly coined words or those that have never been completely accepted in formal speech. (Rowe & Levine, 2015, p.208) When I think about slang I realize that a lot of my slang comes from the music that’s out nowadays and how much influence artists can have in our language. The following video is from one of my favorite YouTube artists, and in this video, she teaches her foreign parents American slag: []. I never realized how may slang words I knew! Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **Chapter 8** **6. The imitation hypothesis** – the language acquisition proposes that children acquire language by imitating the people around them. (Rowe & Levine, 2015, p.233) I know for a fact there’s some truth to this because when my nephew was less than two years old, he started swearing. Yet, I know that he didn’t fully understand what he was saying, he was just repeating words he’s heard. The following video is a bit old, but it really explains the difference between imitation theory vs. innateness theory of language acquisition: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **7.Two-word stage** – begins sometime after eighteen months of age, when children begin combining words into two-word utterances. (Rowe & Levine, 2015, p.237) In our quiz question for the week, as part of the dialogue I shared how when my nephew wants to help, he always says “I help!” this is an example of the two-word stage. The following video is an adorable video of a toddler using his two word sentences to get more cereal: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics (4th ed//.). New York, NY: Pearson. 8. **Overgeneralization** – When children acquire a morphological rule and then apply it too broadly (Rowe & Levine, 2015, p.239) My nephew also does this when it comes to dogs. His dog is named Oso, and he refers to all dogs as Oso! The following video shows how childrens’ tendency to overgeneralize: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **Chapter 9** **9. An iconic sign** – resembles what it represents. (Rowe & Levine, 2015, p.262) I’ve been in a class where we had a signer, and it was easiest to follow along when they used iconic signs. The following video is interesting because it shows the difference between iconic signs and arbitrary signs, enjoy: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson. **10. Home signs** – invented by deaf people and their relatives to help communicate about everyday items and activities. (Rowe & Levine, 2015, p.275) I’ve read articles that show how many people try using signs to communicate with their babies. I would want to learn more about this! the following song shows babies different signs. It’s impressive to see the kids following along when some look as young as 18 months, enjoy: []. Rowe, D. and Levine, P. (2015). //A concise introduction to linguistics// (4th ed.). New York, NY: Pearson.

// Entries for Chapter 7-9 by: Shannon Silva 6/2017 //


 * Chapter 7 (Rowe & Levine) **

I read a short review of a book in which author Nooshin Shakiba addresses taboo words, swearing, and the relationship of both subjects to culture and linguistics. What stood out to me as worthy of including it in our study guide; is the premise that there is often a loss of meaning when swearing. As Shakiba points out, “…swearing is primarily used to communicate the speaker’s attitude…the listener will form their own interpretation of the utterance on the basis of the available linguistic and non-linguistic information. In short, when we resort to swearing whether indirectly or directly at another person, there is no assurance as to how the receiver will take it or rather, how he or she will react to the use of our words. (Shakiba, 2) Shakiba, N. (2014). Review. //Sociolinguistic studies//, //8(1).// 183-187. doi : 10.1558/sols.v8i1.183
 * Taboo words ** are slang words that have cultural rules restricting their use. Some of these are for bodily functions and body parts.

The interesting tidbit from the brief article, //Language and thought//, are the examples provided when distinguishing between languages that describe spatial relations in terms of the body and how one’s actions are related and dependent upon on location. This left me curious and introduced me to content unfamiliar to me.
 * Cultural Relativism **, a concept proposed by anthropologist Franz Boas became known as a basic tenet of cultural anthropology. This concept suggests culture is consistent and comprehensible within itself. (Rowe & Levine, 221)

Linguistic Society of America. (2017). //Language and thought//. Retrieved from []

David Murray Schneider addresses kinship terminology and culture by explaining his views using the term “unit” to describe his views in basic terminology. I liked what I was able to read about how a “unit” in a particular culture is simply anything that is culturally defined and distinguished as an entity. Schneider points out, “… this could be a person, place, thing, feeling, state of affairs, sense of foreboding, fantasy, hallucination, hope, or idea…” Even though the publication isn’t current, I feel it possesses valuable perceptions surely relevant to chapter 7 in Rowe and Levine.
 * Culture influences language & kinship terminology **, the words that a language uses to express family relationships. (Rowe & Levine, 226)

Schneider, D.M. (1980). // American kinship: A cultural account. //Retrieved from https://books.google.com/books?id=gOyw-u9iHKAC&lpg=PR8&ots=lW8OEPUqhM&dq=culture%20and%20kinship%20terminology&lr&pg=PR8#v=onepage&q=culture%20and%20kinship%20terminology&f=false


 * Chapter 8 (Rowe & Levine) **


 * Cooing **, the first verbal sounds that babies make, consists of sounds that are all vowels, such as //ahh, ooh, aehh, iiih//. (Rowe & Levine, 240)

I was familiar with cooing having observed it over the years but until now like many things, never gave it much thought besides the obvious reaction. I find the research and theories behind what both proceed and follows so important… not just for parents but also for educators as a whole. ‪ n Beats Sound Effects. (2014). //Baby Cooing Sound Effect In High Quality//. Retrieved from https://youtu.be/VDFKDwYPxpw


 * Babbling ** is the verbalization made by babies beginning at four to six months of age, which alternates consonants and vowels, such as //bababa, gagaga, mamama//. (Rowe & Levine, 240) Again, babbling is something I have witnessed but never gave much thought to with regards to the level of communication. In this video though (link below), all I can say is wow. I definitely view things much differently now. It makes me wonder about what I have considered to be and not to be language and communication in the past. It also reminds me of a scene in one of my favorite movies where two individuals communicate and fall in love despite being able to speak or “understand” each other’s language (one spoke Portugese and the other British English).

jayrandall2201 1. (2011). //Talking Twin Babies//. Retrieved from https://youtu.be/_JmA2ClUvUY


 * Holophrastic stage ** in language acquisition is when the child uses holophrases. (Rowe & Levine, 242). This is a fascinating means to communicate a need or want. It also strikes me as being assigned such a fancy name for a seemingly simple concept.

Albert Einstein College of Medicine. (2015). //Developmental Milestones: Baby Talk from First Sounds to First Words//. Retrieved from []

Otto, B. (2010)//. Stages of oral language development//. Retrieved from https://www.education.com/reference/article/stages-oral-language-development/


 * Chapter 9 (Rowe & Levine) **

An **iconic sign** resembles what it represents. (Rowe & Levine, 268)

ASL Stew. (2014)//. Arbitrary vs Iconic Signs: What Are They? (ASL).// Retrieved from https://youtu.be/l6MsNVtxpX8

https://www.pinterest.com/pin/572027590140580534/

Lanir, L. (2012). //Charles Sanders Peirce: Symbolic, Iconic, and Indexical Signs.// Retrieved from []


 * Onomatopoeia ** is the name of the phenomenon that occurs when words supposedly imitate natural sounds. (Rowe & Levine, 268)

HolaBriannaBee. (2013). //Onomatopoeia creative project//. Retrieved from []

Bauer, M. (2012). //Onomatopoeia//. Retrieved from https://youtu.be/f1b5kCvVBo8


 * Cherology ** is the term formerly used for the phonology of sign language. (Rowe & Levine, 274)

NativLang. (2013). //Intro to phonology: Phonemes and allophones (lesson 1 of 4).// Retrieved from https://youtu.be/MTCx2hCxvHQ?list=PLIiCbiscv6rMZW21P0ErqQpJeLVhjrQOl


 * Social Dimensions of Sign Language ** include the existence of conveying social meaning just as speech does. Maxims in conversation have their place in ASL and do take into consideration cultural expectations just as much as those speaking English, Japanese, Arabic, etc. (Rowe & Levine, 282)

Expert village. //(2008). Sign language basics: Sign language & etiquette//. Retrieved from https://youtu.be/9uysNei2bEw

Ai Media. (2016). //6 Myths about sign language//. Retrieved from https://youtu.be/79YghBn_IF0

Oakley, T. (2016). //Flirting in sign language ft. Nyle DiMarco.// Retrieved from https://youtu.be/r7y7I4A3usg


 * Chapter 10 (Rowe & Levine) **

I was fascinated when I learned of the secret script invented by a Chinese emperor’s concubine.
 * Women’s Writing & Chinese Culture ** is a subject and influence in which I was not familiar with until now (better late than never). Although I am aware that in many instances in history and present day, there lies an existence of male-oriented themes in society, which influence culture, the arts, education, politics, and more. However, the influence gender had on writing was foreign to me. (Rowe & Levine, 296)

The Art of Making Meaning//.// (2015). //Nu Shu: The secret written language of Chinese women. //Retrieved from https://youtu.be/caQGt4Rjw28


 * Writing’s Influence on Speech & Spelling Pronunciation ** refers to the process by which a word is pronounced, as it is spelled, even when the pronunciation was not the original or intended pronunciation. The example from the text is the word Neanderthal-Neandertal. (Rowe & Levine, 303)

NativLang. (2017). // What Montezuma's Aztec sounded like and how we know. // Retrieved from https://youtu.be/8-dQdASWkDU

A **descriptive-representative** depiction has a lifelike (emblematic) relationship to what it represents. (Rowe & Levine, 307)

The Ling Space. (2014). //Descriptive and prescriptive grammar.// Retrieved from https://youtu.be/eFlBwBwL_iU

I was excited when I found this article related to the topic but especially because I found it to serve dually as both representative and symbolic of empowerment. To stand as representative of something is one thing but to also increase feelings of positivity and hope goes beyond merely impacting or reaching an audience. Below is a link to the recent article featured on BBC News online by Georgina Rannard titled, //The anti-princess book teaching girls to rebel// which highlights symbols emblematic of this very notion. ‪ Rannard, G. (2017). //The anti-princess book teaching girls to rebel//. Retrieved from http://www.bbc.com/news/education-39115031 //Shannon Silva-edited 6/8/2017//

Chapters 7, 8, and 9

Collaborative Study Guide Week Three Colleen Dunne


 * 1) 1. **Idiolect** (Rowe and Levine, Chapter 7)
 * Definition:** a person’s unique manner of speaking **Text-to self:** The way I speak to different groups of people is very unique.
 * Example:** This video gives a great introduction to idiolect. []

[]
 * 1) 2. **Tag Questions** (Rowe and Levine, Chapter 7)
 * Definition:** brief questions which follow a declarative statement **Text-to practice:** There was a lesson in which we discussed these questions.
 * Example:** This video explains to English Learners all about tag questions.

[]
 * 1) 3. **Registers** (Rowe and Levine, Chapter 7)
 * Definition:** phrasings of speaking whether to a situation, a formality, or to a person **Text-to-world:** When one is in the airport there are many different conversations taking place.
 * Example:** This video produces a very helpful understanding of registers.


 * 1) 4. **Nation** (Rowe and Levine, Chapter 7)
 * Definition:** a group of people who are joined by their history, culture, and language
 * Text-to-world:** When watching the Olympics we see different nations which makes me think about how we can all be united.
 * Example:** People from the United States are one nation.


 * 1) 5. **Telegraphic Speech** (Rowe and Levine, Chapter 8)
 * Definition:** comes about as children add on words to their two words **Text- to self:** The way my nieces and nephews talk becomes a full conversation.
 * Example:** The first time my nephew said a sentence longer than two words. For example, I want some water, please.


 * 1) 6. **Productive Vocabulary** (Rowe and Levine, Chapter 8)
 * Definition:** includes the words that individual can use **Text- to self:** This is where the words I have learned through the years are for my personal use.
 * Example:** This would be all the words we know and how to use them.

7. **Sequential bilingualism** (Rowe and Levine, Chapter 8) []
 * Definition:** happens when a child learns a second language after having acquired a first language **Text- to –practice:** My students in the class who speak a different language are acquiring the English language into their everyday conversations.
 * Example**: This video explains this concept very well.

[]
 * 1) 8. **Iconic sign** (Rowe and Levine, Chapter 9)
 * Definition:** a sign that looks like what it represents **Text- to –world:** All the signs I see daily and what they stand for.
 * Example:** The video demonstrates iconic signs.


 * 1) 9. **Cherology** (Rowe and Levine, Chapter 9)
 * Definition**: the previous word used for the phonology of sign language **Text-to-self:** My cousin who teaches the blind had to learn about this concept and explained it to me.
 * Example:** This video explains cherology. []

10.**Home signs** (Rowe and Levine, Chapter 9) []
 * Definition:** signs that are created by deaf people and their relatives to relate to one another about everyday items and activities **Text-to- world:** When I have seen people who are deaf communicate with their families it does seem like a whole different language and signs.
 * Example:** This video displays sign language for people to communicate

Reference: Rowe, D. and Levine, P( 2012). //A concise introduction to linguistics//. New York, NY: Pearson.

_

=**Chapter 7,8,9**= = = =__**Shelby Winston**__=

“Is the shared, unique linguistic characteristics of a language community.” Text-to-text connection: In the book To Kill a Mockingbird, a lot of the characters had different dialects. This would basically let the reader know what class they were from in the south. Example: This video shows a woman demonstrating various accents (dialects), and how they are spoken. [|https://www.buzzfeed.com/jordanimbrey/how-to-do-12-different-accents?utm_term=.wp8wQ7Wp5N#.xvWM16xePy] Citations:Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson Imbrey, J. (n.d.). How To Do 12 Different Accents. Retrieved June 05, 2017, from [|https://www.buzzfeed.com/jordanimbrey/how-to-do-12-different-accents?utm_term=.wp8wQ7Wp5N#.xvWM16xePy]
 * Dialect (Rowe and Levine, Chapter 7) **

“Is a phonological rule that shifts the pronunciation of a diphthong to a monophthong.” Text-to-text connection: According to our text, monophthongization is one of the most prominent characteristics of AAE and white southern dialects. Example: Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson Joyfuljoey Follow. (2011, June 06). Black english. Retrieved June 05, 2017, from []
 * Monophthongization (Rowe and Levine, Chapter 7) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“In AAE preserve the word order of direct questions.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connections: If I wanted to ask an indirect question, I would say, “I wanted to know what the price is,” vs. just asking out right. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">DIRECT AND INDIRECT QUESTIONS IN ENGLISH. (2013, March 31). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Indirect Questions (Rowe and Levine, Chapter 7) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the use of statements rather than commands, and hints and suggestions rather than orders. It is used by everyone at various times and circumstances; women tend to use indirect language more often than men.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: I use indirect language daily when I say things like, “Would you please get me a tissue from the other room?” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Direct and Indirect Language. (2017, March 05). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Indirect language (Rowe and Levine, Chapter 7) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the part of the human brain that is similar to the mammalian rain.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: According to the text, in mammals, the limbic system is the part of the brain that affects calls. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">(n.d.). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Limbic System (Rowe and Levine, Chapter 8) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Exists when children are not spoken to, and where incomplete sentences are the norm in everyday conversation.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: When I was in high school I noticed kids who spoke in incomplete sentences all the times. Often times these were the kids who had absent parents or lived in poverty. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: Below is a link that leads to a short video of Noam Chomsky giving a lecture on the poverty of stimulus <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[] <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">U. (2010, March 30). Stiftungsprofessur 2010: Noam Chomsky – "Poverty of Stimulus" (24.03.2010). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Poverty of stimulus (Rowe and Levine, Chapter 8) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Postulates that children acquire language by positive reinforcement when they produce grammatical utterance and by being corrected when they don’t.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: According to our text, language studies in children as well as anecdotal evidence show that parents and caretakers usually respond to the facts of the child’s statement. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: If a child says “Doggie go outside?” The parents’ response will be either yes or no, depending on whether or not the dog is outside. They will not correct the grammar of the statement. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Reinforcement hypothesis (Rowe and Levine, Chapter 8) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the name of the phenomenon that occurs when words supposedly imitate natural sounds.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: Sometimes when I play with my younger cousins, we play a game called superheroes. Throughout the game we have to narrate the sounds to our actions; for example we will say pow, bam, boom. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Aiden Yeh, Asst. Professor Follow. (2013, April 28). Onomatopoeia. Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Onomatopoeia (Rowe and Levine, Chapter 9) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Different hand shapes represent different letters of the alphabet. Words of an oral language can be spelled directly.” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-self connection: In my CSDI class we had to learn sign language, and one of the first things we learned was the alphabet. This was to help us spell out words, when we did not know the exact sign for them. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">American Sign Language. (n.d.). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Fingerspelling (Rowe and Levine, Chapter 9) **

<span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">“Is the term formerly used for the phonology of sign language” <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Text-to-text connection: According to our text, ASL has its own phonology (Cherology), morphology, and syntax. <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Example: <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Citations: Rowe, B. M., & Levine, D. P. (2012). A concise introduction to linguistics. Upper Saddle River, NJ: Pearson <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">Phonology and Phonological Process in ASL and English EDU 707.01 Class 3 –Sept. 10. (n.d.). Retrieved June 05, 2017, from <span style="background-color: #ffffff; color: #1155cc; font-family: 'Times New Roman'; font-size: 12pt; vertical-align: baseline;">[]
 * <span style="background-color: #ffffff; color: #333333; font-family: 'Times New Roman'; font-size: 14pt; vertical-align: baseline;">Cherology (Rowe and Levine, Chapter 9) **

“The shared, unique linguistic characteristics of a language community.” __Text-to-self connection:__ My mother grew up in Alsace, France and because the region was so close to the German border, she spoke what is called “Alsatian.” This is a French dialect that has German influence, as opposed to the “proper” French language. __Example:__ Here is a video in which people from different states in the U.S.A. demonstrate their different regional dialects. []
 * Dialect (Rowe and Levine Chapter 7) - Alexandra Moreno**

Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
“One of several names for the varieties of English used in the African American community.” Also known as, //Ebonics//. __Text-to-text connection:__ Although the exact origins of AAE are not completely understood, some grammatical constructions are similar to the languages of Africa, from which slaves were transported from. __Example:__ The image below is a cartoon illustrating Ebonics in contrast with standard English and Southern dialect.
 * African American English (AAE) (Rowe and Levine Chapter 7) – Alexandra Moreno**



Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Image retrieved from: []

“Newly coined words or those that have never been completely accepted in formal speech.” __Text-to-world connection__: I think texting and other technology use has influenced the creation of new slang words within the past decade. __Example:__ The image below shows some examples of common English slang words.
 * Slang words (Rowe and Levine Chapter 7) – Alexandra Moreno**

Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Image retrieved from: []

“The in-group expressions of a profession, sport, hobby, or field of expertise.” __Text-to-text connection__: Jargon may be used to demonstrate knowledge, but can also be used to command respect outside the field by making a simple concept seem important. __Example:__ The image below provides examples of jargon used by police officers. Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Jargon (Rowe and Levine Chapter 7) – Alexandra Moreno**

“Proposed that people of different cultures think and behave differently because the language they speak influences them to do so.” __Text-to-text connection__: According to this hypothesis, emphasis will be placed on whatever is important to the culture, and de-emphasizes whatever is not. So, the textbook mentioned how the Japanese have 10 words for rice, including distinctions for freshly harvested rice, uncooked rice, and cooked rice. __Example:__ The cartoon below illustrates the Sapir-Whorf Hypothesis. Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Image retrieved from: []
 * Sapir-Whorf Hypothesis (Rowe and Levine Chapter 7) – Alexandra Moreno**

“Proposes that children have the innate capacity to differentiate phonemes, extract words from the stream of language and process grammar.” __Text-to-text connection:__ This is directly related to Noam Chomksy’s theory of Universal Grammar (UG). He believed that children are hard wired for language acquisition. This theory is supported by multiple evidences including the fact that language behavior develops in a predictable sequence; at a certain stage in development. Infants begin by cooing (vowel sounds), followed by babbling (consonant sounds), and holophrases (one word utterances), which later develop into multiple word utterances. Language acquisition at these early stages do not require any formal training, but seem to occur naturally and without consciousness. __Example:__ The video clip in the link below describes the innateness hypothesis of language acquisition. Highlighting language development at each stage in young children. [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Innateness hypothesis (Rowe and Levine Chapter 8) – Alexandra Moreno**

“One-word utterances with which the toddler expresses an entire sentence.” __ Text-to-text connection: __ If a toddler says the word “ball,” it could have a number of different meanings. This one-word utterance could mean: “I want the ball,” “Throw me the ball,” or maybe even “I see a ball.” __ Example: __ Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Holophrases (Rowe and Levine Chapter 8) – Alexandra Moreno **

“The first language characteristics results in the “foreign accent” of second language learners after the age of puberty.” __Text-to-text connection:__ Pronunciation and grammatical errors are products of the rules of the first language. This results in similar errors and accents in second language learners that share the same first language. __Example:__ The article in the link below provides further explanation of fossilization in language, including why it happens and who is most at risk. [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Fossilization (Rowe and Levine Chapter 8) – Alexandra Moreno**

“The name of the phenomenon that occurs when words supposedly imitate natural sounds.” __Text-to-text connection:__ Similarly, in sign language, an iconic sign resembles what represents. __Example:__ The image below provides some examples of onomatopoeias. Image retrieved from: [] Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Onomatopoeia (Rowe and Levine Chapter 9) – Alexandra Moreno**

“Different hand shapes represent different letters of the alphabet. Words of an oral language can be spelled directly.” __Text-to-self connection:__ One of my childhood friends is a sign language interpreter who taught me a few simple signs, like the sign for cat is just running your fingers through invisible whiskers next to your face. She also showed me how to spell my name, and sign “thank you.” When I waitressed in college, I served a deaf family once and they were very impressed when I signed my name at the beginning of the meal, and “thank you!” at the end. __Example:__ Image retrieved from: https://abrahamlincolnhighschoolasl.wikispaces.com/%2A%2A1.+Fingerspelling+%26+Numbers+in+ASL Rowe, B. M. & Levine, D. P. (2012). //A concise introduction to linguistics// (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Fingerspelling (Rowe and Levine Chapter 9) – Alexandra Moreno**

CH. 7,8,and 9 The U.S. has many examples of different dialects used, for example, people from all over the country have different ways of saying what we call "pop" or "soda" http://www.slate.com/blogs/browbeat/2013/11/26/soda_pop_coke_hear_regional_dialect_variation_of_u_s_in_video_from_the_atlantic.html <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. Haglund, D. (2013, November 26). America’s Regional Dialects in Action. Retrieved June 06, 2017, from http://www.slate.com/blogs/browbeat/2013/11/26/soda_pop_coke_hear_regional_dialect_variation_of_u_s_in_video_from_the_atlantic.html
 * Ch. 7**
 * Dialect****-** " the shared unique linguistic characteristics of a language community" (Rowe, 194)

An example of creole language would be Louisiana Creole French. Here, the people speak a mixture of French, Native American, and African.
 * Creole Language- "** is created when a pidgin language is passed on to the next generation and becomes the first language of the community."

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">R. (n.d.). Kreyol: A National Identity. Retrieved June 06, 2017, from https://kreyolcreole.wordpress.com/

In Spanish some examples of kinship terminology would be, mama, papa, hermano, hermana, abuela, abuelo, tia, tio, which are; mom, dad,brother, sister, grandma, grandpa, aunt, uncle.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Kinship Terminology-" **The Set of words in a language that describe family relationships." (Rowe, 226)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Schwimmer, B. (n.d.). English Kin Terms. Retrieved June 06, 2017, from https://www.umanitoba.ca/faculties/arts/anthropology/tutor/kinterms/english.html

When children are learning a second language they are able to acquire the native fluency but if students start to learn a new language while in high school, they have passed the critical period hypothesis age and may have a more difficult time acquire the language without an accent. https://www.youtube.com/watch?v=g1IvwU_rmvA <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Ch. 8 **
 * Critical Period Hypothesis- "**purposes that the language acquisition device ceases to function, and the ability to acquire language with native fluency declines as childhood progresses, disappearing after the age of puberty." (Rowe, 237)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(2017, May 11). Retrieved June 06, 2017, from https://www.youtube.com/watch?v=g1IvwU_rmvA

If a little girls learns the word cat and knows cats are furry animals with whiskers, pointy ears, and tails, if she is overextending her knowledge of the new word she may call lions cats as well.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Overextension- **occurs when a child acquires the definition of a word and applies it too broadly." (Rowe, 247)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Jane Keeler, Educator Follow. (2013, September 04). First Language Acquisition Part 2. Retrieved June 06, 2017, from https://www.slideshare.net/internationalcatlady/first-language-acquisition-part

When teaching it is important that the teacher uses conversation repair when she finds her students confused. Expanding on her first statement will allow the students to get more information.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Conversation repair- ** " the attempt to revise or expand an utterance when the speaker senses that the listener has not understood." (Rowe, 252)



<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Repair Strategies Usage of Primary Elementary ESL Students: Implications for ESL Teachers. (n.d.). Retrieved June 06, 2017, from http://www.tesl-ej.org/wordpress/issues/volume14/ej55/ej55a4 Growing up, like many families from Chicago, my brothers acquired both English and Spanish, which made us Simultaneous bilingual.
 * Simultaneous bilingualism-** " when a child acquires two or more languages from birth." (Rowe, 258)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Cartografiando la ignorancia #157 - Naukas. (2017, February 06). Bilinguals and the theory of mind. Retrieved June 06, 2017, from https://mappingignorance.org/2017/02/06/bilinguals-theory-mind/

An example of an iconic sign in sign languages is the sign for push, the person will actually use their hands in a pushing manner.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Ch. 9 **
 * Iconic Sign-** " resembles what it represents" (Rowe, 268)

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson.

Many deaf people create home signs to communicate more easily with their family members, they create easy and simple signs that can be remembered easily.
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Home Signs- **signs created by deaf people that they use, as well as their family to help them communicate between one another.

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">International Signs［ASL］ - Android Apps on Google Play. (n.d.). Retrieved June 06, 2017, from https://play.google.com/store/apps/details?id=net.jp.apps.yukofujishiro.asl

<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">People that are deaf can use fingerspelling to spell out each word they are trying to communicate. https://www.youtube.com/watch?v=60GRdhQYUQ4 <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Rowe, B. M., & Levine, D. P. (2012). //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">A Concise Introduction to Linguistics //<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">(3rd ed.). Upper Saddle River, NJ: Pearson. <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">S. (2009, May 09). Retrieved June 06, 2017, from https://www.youtube.com/watch?v=60GRdhQYUQ4
 * <span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">Fingerspelling- " **<span style="background-color: #ffffff; color: #323232; font-family: 'Helvetica Neue',Helvetica,sans-serif; font-size: 14px;">different hand shapes represent different letters of the alphabet. Words of an oral language can be spelled directly." ( Rowe, 270)

=**Taylor Burmeister**=


 * Concept 1 - Prestige Dialect **

A Prestige dialect is the dialect used in business, education, and the media. In the US, Standard American English is the prestige dialect. This dialect is different than regional dialects or slang, because it is formal.

The book (4th ed.) mentions that BBC has been encouraging its newscasters to use regional dialects; I feel like NPR does the same thing in the US.

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 2 - Regional Morphological Variation **

Morphological variation is how people from different regions or cultures, but speaking the same language, can say the same thing using different syntax and/or morphemes.

For example, in the southern US, people might say “y’all”; in other parts of the country, people might say “you all”; and in New Jersey, they might say “youse guys”



[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 3 - Indirect Questions **

Indirect questions are questions asked in the form of a statement:

“Where are you” v “I want to know where you are”

The syntax shifts in SAE when asking (declaring?) indirect questions.

In African American English, the interrogative syntax is preserved when indirect questions are spoken:

“I want to know where are you”

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 4 - Lingua Franca **

Lingua Franca is a shared language between bilinguals in certain industries or businesses. Today, many people of the world speak English to some degree, so that is the lingua franca of aviation and technology.

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 5 - Doublespeak **

Doublespeak is language that is intended to confuse and deceive. Have you read 1984? Read it. George Orwell explores how governments can use doublespeak to maintain order and control. In the book, he calls the practice “doublethink” and “newspeak”. In the novel, when a person is killed by the state, that person becomes an “unperson.”

In American history, we changed the name of the Department of War to the Defense Department, because defense seemed softer and more acceptable than war. (Defense spending vs war spending).

In extremely contemporary American history, alternate facts:

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 6 - Linguistic determinism (strong theory) **

This is the belief that language compels people to think in certain ways. We are, by this theory, bounded by our language. This came from studying the Hopi culture, who did not have a plural morpheme of their word for “day.” In their mind, then, they could not conceive of days they way English speakers do. This theory has been largely discredited now in favor of an idea that language influences our thinking, but is not the restrictive force Worf originally believed.

Here’s a fun article about language influencing thoughts:

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 7 - Universal Grammar **

Universal grammar is an innate understanding of how language needs to function - including phonemic differences, word order, and phrase recognition. This helps children acquire language at a remarkable rate without any direct instruction.

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 8 - Poverty of the Stimulus **

Noam Chomsky proposed this theory. It describes children’s abilities to acquire complex patterns of language that they’ve never experienced before (no stimulus). Kids learn how contractions work, and know that you don’t end a sentence with them despite never being told not to. They know which “to be” verb (of potentially many) to shift when changing a sentence from declarative to interrogative.

Here’s a video detailing differences between Noam Chomsky (Innate universal grammar / poverty of the stimulus) and B.F. Skinner (behaviorism):

[]

This video is super interesting!!

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 9 - Bilingualism **

Most people in the world are bilingual. If a person speaks two or more languages, that person is bilingual. Simultaneous bilingualism occurs when a child learns these languages from birth. Sequential bilingualism occurs when a child learns a second language after learning the first.

[]

Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Concept 10 - Manually coded English **

This is sign language that is based entirely on oral English grammar. This is what we see on public forums and televised accounts with deaf interpreters.

I think this is manually coded English in this video. It’s a video of an interpreter at a Snoop Dogg concert (NSFW):

[]

<span style="background-color: #ffffff; color: #323232; font-family: Arial; font-size: 11pt; vertical-align: baseline;">Rowe, B. M., & Levine, D. P. (2016). A concise introduction to linguistics (4th ed.). London: Routledge, Taylor & Francis Group.


 * Pidgin Language (Rowe & Levine, Chapter 7) **


 * __Definition:__** pidgin language “are simplified languages for use in specific interactions, such as business, service, and trade. They developed when people who had no common language came into contact” (Rowe & Levine, p. 208)


 * __Text to self connection:__** Learning about pidgin languages reminded me of my Nonna (grandma) who was from Italy and spoke very little English in the United States. Nonna could interact with my neighbor’s grandma who was from Greece and also spoke little to no English. They had no common language, yet the two of them found a way to communicate and became friends.


 * __Example and citation:__**

The below clip explains the concept of pidgin languages, and also discusses the controversy surrounding them.

https://www.youtube.com/watch?v=PHfwICABNS4

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

AP Human (2013). //Pidgin language//. Retrieved on June 4, 2017 from: https://www.youtube.com/watch?v=PHfwICABNS4

Entry by: Jackie Desmond – June 4, 2017


 * Nativization (Rowe & Levine, Chapter 7) **


 * __Definition__:** “nativization is where a language that had not been anyone’s native language becomes the native language for a generation of speakers” (Rowe & Levine, p. 208).


 * __Text to world:__** I understood this concept with an analogy to immigrants. Some of the immigrants that came to the United States had no English training. However, English became the native language to some of the immigrant children. For example, my mom came to the United States from Italy with zero English education. She learned to speak English and then English became the native language of her children.


 * __Example and citation__**

I had difficulty finding a good video or image for nativization. Below is the best video that I was able to find:

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson.

Entry by: Jackie Desmond – June 5, 2017


 * Jargon (Rowe & Levine, Chapter 7) **


 * __Definition:__** “is the in-group expression of a profession, sport, hobby, or field of expertise” (Rowe & Levine, p. 214)


 * __Text to self:__** Jargons can reach throughout the world. For example, the game of golf has an established ‘jargon’ to it. Whether a person lives in the United States or Singapore, he can understand other golfers. While playing golf in college for the University of Southern California, I had to communicate with other golfers that spoke different languages. Because all of us knew the golf jargon, it was not as difficult as one might anticipate.


 * __Example and citation:__**

Below is a link that defines and explains jargon.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 5, 2017


 * Tag Questions (Rowe & Levine, Chapter 7) **


 * __Definition:__** “are short questions such as ‘isn’t it?’ and ‘don’t you?’ that are added to the end of declarative statements” (Rowe & Levine, p. 219).


 * __Text to self:__** This was an interesting term to study. It made me realize how often I use tag questions.


 * __Example and citation:__**

Below is a link that is made for English language learners. It does a nice job at explaining tag questions.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 5, 2017


 * Participant observer (Rowe & Levine, Chapter 7) **


 * __Definition:__** “is the role assumed by a cultural anthropologist or ethnographer who is living within a group and studying their culture” (Rowe & Levine, p. 221).


 * __Text to self:__** This reminded of a research project that I completed as a graduate student. I studied/observed a culture and wrote a research paper on it. The paper was based on the phenomena of recess. Based on the text’s description, I functioned as a participant observer.


 * __Example and citation:__**

Below is a link that describes participant observation, and provides examples.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017


 * __ Cultural relativism (Rowe & Levine, Chapter 7) __**


 * __Definition:__**

“cultural relativism is the basic tenet of cultural anthropology; it is the idea that a culture is consistent and comprehensible within itself” (Rowe & Levine, p. 221).


 * __Text to world:__** I remember studying this concept in my undergraduate anthropology class. People understand culture by how their own culture is structured.


 * __Example and citation:__**

Below is a link to a video that discusses cultural relativism in further detail.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017


 * __ Imitation Hypothesis (Rowe & Levine, Chapter 8) __**


 * __Definition:__**

“The imitation hypothesis of language acquisition proposes that children acquire language by imitating the people around them” (Rowe & Levine, p. 238).


 * __Text to world__**: It seems that imitation hypothesis is common throughout all areas of the world. Children gain language skills by imitating others. I have seen this type of imitation with the English language learners that I work with.


 * __Example and citation:__**

This link explains language acquisition. In doing so, it describes imitation hypothesis as a route of language acquisition.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017


 * __ Overextension __** (Rowe & Devine, Chapter 8)


 * __Definition:__** “overextension occurs when a child acquires the definition of a word and applies it too broadly” (Rowe & Levine, p. 247)


 * __Text to self:__** I have seen this concept occurring with some of my English language learners. They learn a new word and overextend it to other words - where that definition does not fit.


 * __Example and citation:__**

The below link displays overextension. The baby has learned a new word – “big bird.” However, she identifies the majority of Sesame Street characters as “big bird.”

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017


 * __ Onomatoepia __** (Rowe & Devine, Chapter 9)


 * __Definition:__** “onomatoepia is the name of the phenomenon that occurs when words supposedly imitate natural sounds” (Rowe & Devine, p. 268).


 * __Text to self:__** I remember learning this term, and conducting a project on it, in my high school English class. It is a fun term to learn, and also a fun term to teach.


 * __Example and citation:__**

Below is a quick video featuring onomatoepia examples.

[]

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017


 * __ Home signs (Chapter 9) __**


 * __Definition:__** “are signs invented by deaf people and their relatives to help communicate about everyday items and activities” (Rowe & Levine, p. 281).


 * __Text to self:__** This was interesting to read about, especially as I had not heard about this term before. Home signs are unique to different persons and families.


 * __Example and citation:__**

I was unable to find a good video or image for this term. I think the book did a fairly good job at explaining home signs.

Rowe D. & Levine, P. (2012). //A concise introduction to linguistics//. New York, NY: Pearson

Entry by: Jackie Desmond – June 6, 2017

Chapter 7


 * Code switching ** – Deliberately changing from one manner of talking to another.


 * Text-to self connection ** – This fun language feature is quite fun and highly relatable to everyone. Being trilingual, I code switch quite often between Polish, English, and Spanish and then within each language depending on whom I am talking to. One that stands out to me is when speaking to older Polish speakers, even if the older Polish speaker knows English well I always speak to them in Polish as a sign of respect I only speak to them in English if they address me in English or if I cannot say something specific in Polish.

[]
 * Media ** – A short introduction and examples of code switching in particular that of Standard American English and African American Vernacular English.

Rowe, Bruce M.& Levine, D. P. (2012). //<span style="font-family: 'Calibri','sans-serif';">A concise introduction to linguistics // (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
 * Sources – **

Drosden, Dale. (December 7, 2011). //Code Switching: Language Acquisition//. Retrieved June 6, 2017, from []

By: Daniel Zmarzlinski

Chapter 7


 * Lingua Franca ** – A common second language used for business and other communication needs by people speaking different first languages.


 * Text-to-world connection ** – I find lingua franca fascinating, to see people embracing a language in which to communicate shows initiative and the power to compromise within society. An example of this on the world stage is the English language and how it has essentially become the global language especially when it comes to pop culture and technology. Another example of lingua franca is Arabic it has become the common tongue of discourse for majority Muslim countries having spread via religion.


 * Media ** – This info-graphic is not necessarily on lingua franca but discusses benefits of learning a second language. The way this fits is in thinking of how a lingua franca opens up so many doors for its speakers, cultures, and communities.



Rowe, Bruce M.& Levine, D. P. (2012). //<span style="font-family: 'Calibri','sans-serif';">A concise introduction to linguistics // (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Kaplan International Colleges (Publisher). Gallardo, Sergio Fernandez (Designer). (September 12, 2012).//The benefits of learning languages//. Retrieved June 6, 2017, from []
 * Sources ** -

By: Daniel Zmarzlinski

Chapter 7


 * Dialect (or variety) ** – The shared, unique linguistic characteristics of a language community.


 * Text-to-self connection ** – We all have a dialect whether it be the “standard” or not we simply may not notice them. For example I sometime code switch between dialects of Góralski (Poland Highlander) and Pański (Standard Polish) as well as in Spanish when I use (Español Estandard) and Granaíno (Spanish sub dialect of Andalusian Spanish from Granada). I was also surprised to hear that I have a thick Chicaaaago accent (in a way the Chicago dialect) when I studied abroad. We all have dialects and don’t even know it!

[]
 * Media ** – Awesome video showing the Andalú accent or dialect. JAJAJAJA!

Rowe, Bruce M.& Levine, D. P. (2012). //<span style="font-family: 'Calibri','sans-serif';">A concise introduction to linguistics // (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. Power, Abi. (October 16, 2016). // PROBLEMAS DE SER ANDALUZ (IMPROVLOG). // Retrieved June 6, 2017, from. [].
 * Sources ** -

By Daniel Zamrzlinski

___

Sociolinguistics (Rowe and Levine, Chapter 7) Sociolinguistics is the study of how language and social factors (i.e. ethnicity, social class, age, gender, and education) are related. A text-to-world connection is the 30 million word gap children in poverty and low-income households have compared to their peers in middle and upper class households. The following video ‘30 Million Word Gap’ discusses the gap between socioeconomic households. https://youtu.be/779aFxFqrq4 Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Lingua franca (Rowe and Levine, Chapter 7) Lingua franca is a common second language used for business and other communication needs by people speaking different first languages. An example of this is in many parts of East Africa, everyone speaks some Swahili, so that is the lingua franca. A text-to-self connection is in my human geography class in high school I learned that English is the lingua franca of the world. Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Cognates (Rowe and Levine, Chapter 7) Cognates are similar words in two or more different languages that were derived from a similar root language and may have similar meanings. One example of this is ‘school’ in English is ‘escuela’ in Spanish. A text-to-self connection is false cognates. There are instances where I come up with false cognates for example, during a therapy session I could not think of the word for ‘librarian’ in Spanish. I thought library was ‘libreria,’ but when I looked it up the actual word is ‘biblioteca’ which is why I couldn’t think of librarian in Spanish. Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Poverty of stimulus (Rowe and Levine, Chapter 8) Poverty of stimulus exists when children are not spoken to, and where incomplete sentences are the norm in everyday conversation. A text-to-self connection is from my CSDI course where we discussed the importance of speaking to babies and young children because it has a huge impact on their language development. The following YouTube video ‘Poverty of Stimulus’ by Noam Chomsky discusses poverty of stimulus. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Overgeneralization (Rowe and Levine, Chapter 8) Occurs when children acquire a morphological rule and then apply it to broadly. Examples of this are the following: mouse (singular) to mouses (plural). A text-to-self connection is when I was younger I would say fishes for the plural form of fish, which I now know ‘fish’ is the plural form. <span style="font-family: Arial; font-size: 11pt; line-height: 0px; overflow: hidden; vertical-align: baseline;"> Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Overextension (Rowe and Levine, Chapter 8) Overextension occurs when a child acquires the definition of a word and applies it too broadly. For example, a child who has learned that this small animal is called ‘cat’ may overextend and apply that word to all small animals or even all animals, large and small. A text-to-self connection is my nephew who is two refers to all furry, four-legged animals as ‘cachis’ which is his word for dogs. The following YouTube video is an example of overextension. https://youtu.be/NsLKQTh-Bqo Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Sequential bilingualism (Rowe and Levine, Chapter 8) Sequential bilingualism occurs when a child acquires a second language after having begun to acquire a first language. An example of this is in the United States, the older children in immigrant families may speak only the ancestral language until they begin school, where they acquire English. A text-to-practice connection is an 8th grade bilingual classroom in which I completed field experience. There were three students who had moved to the US, so they were acquiring English after Spanish. The following YouTube video ‘Bilingualism’ discusses bilingualism. [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Total communication teaching (Rowe and Levine, Chapter 9) Total communication teaching is a teaching philosophy in which instruction is given for as many channels and types of communication as possible. For example, children who are deaf and are taught with this philosophy are exposed to ASL, MCE, fingerspelling, as well as being exposed to speech training, reading, and writing. A text-to-self connection is a boy at the speech therapy center I work at was sent to a total communication classroom once he aged out of early intervention. The speech pathologists, along with his parents and IEP team decided this would be the best learning environment for him. Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Fingerspelling (Rowe and Levine, Chapter 9) In fingerspelling, different hand shapes represent different letters of the alphabet. Words of an oral language can be spelled directly. A text-to-self connection is in the students with exceptionalities course here at SXU, our professors taught us how to fingerspell in ASL. Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

Home signs (Rowe and Levine, Chapter 9) Home signs are signs invented by deaf people and their relatives to help communicate about everyday items and activities. A text-to-self connection is a classmate I had in elementary school whose mom was deaf. His family had come up with home signs to communicate her, it was very cool and interesting to see them come up with signs. Retrieved 7 June 2017, from [] Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By: Daisy Villalobos, 6/7/17

=__** Linguistic Anthropology (Rowe and Levine, Chapter 7) **__= Definition: "Is a branch of anthropology that focuses on, among other things, how language influences thought and experiences. Linguistics anthropologists use the methodologies of linguistics to study the interrelationship between language and culture." Connection: A way I could remember this is by thinking about how this is the focus of how culture and languages work together to make up the experiences of a person. Example:

Reference:

Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**Monophtongization (Rowe and Levine, Chapter 7)**__= Definition: "Is a phonological rule that shifts the pronunciation of a diphthong to a monophthong." Connection: It is always used by comedians and by actors imitating the dialects Example: I, eye /ay/ /a/ like /layk/ /lak/ time /taym/ /tam/ my /may/ /ma/
 * SAE AAE**

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**African American English (AAE) (Rowe and Levine, Chapter 7)**__= Definition: "One of several names for the varieties of English used in the African American community." Connection: I think of this as the video we had in one of our activities this week "DYSA African American English (or Ebonics) in the classroom". Where students are able to learn the correct way of speaking English while being given examples of how not to speak. Example: [|DYSA African American English (or Ebonics) in the classroom]

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**/r/ and /l/ deletion (Rowe and Levine, Chapter 7)**__= Definition: "Is one of the phonological characteristics of some varieties of African American English." Connection: I can remember this by thinking of the activity we had this week, where we had to place the accent or dialect of a person to a region of the United States. Example: [|Where is This Speaker From?] or this site as well [|Mapping Attitudes]

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**Innateness Hypothesis (Rowe and Levine, Chapter 8)**__= Definition: "Proposes that children have the innate capacity to differentiate phonemes, extract words from the stream of language, and process grammar." Connection: nature vs. nurture Example: Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**Imitation Hypothesis (Rowe and Levine, Chapter 8)**__= Definition: "The imitation hypothesis of language acquisition proposes that children acquire language by imitating the people around them." Connection: I can remember this by thinking of ways that little kids speak. They are simply using the words that they hear at home or at school, all the time. However, they do not always speak correctly when they need to use past tense. Example: //*I have a sud on my hand// instead of //I have some suds on my hand.//
 * //goed// instead of //went//
 * //mouses// instead of //mice//
 * //Mama// //ball// instead of //Mama, throw the ball to me//.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**Holophrastic Stage (Rowe and Levine, Chapter 8)**__= Definition: "...in language acquisition is when the child uses holophrases." Connection: one-word utterances Example: Ball: I want the ball. Throw me the ball. I see a ball. Mama: Come here, mama. The purse belongs to mama. There is mama. Bird: There's a bird outside. I hear a bird. Let's go look at the bird. I see a picture of a bird.

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__**Onomatopoeia (Rowe and Levine, Chapter 9)**__= Definition: "Is the name of the phenomenon that occurs when words supposedly imitate natural sounds." Connection: I sang a song in sixth grade about onomatopoeia, so that's how I remember this definition. Example:[|Onomatopoeia] and I found this one where it's just [|sounds]

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=__Cherology (Rowe and Levine, Chapter 9)__= Definition: “Is the term formally used for the phonology of sign language." Connection: In our text it says that ASL has its own phonology, syntax, and morphology. Example: [|ASL]

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

=**__Home Signs (Rowe and Levine, Chapter 9)__**= Definition: "... are signs invented by deaf people and their relatives to help communicate about everyday items and activities." Connection: I can remember this because in the book it talk about the Nicaraguan people who use a limited amount of home signs. This also reminds me of the video of the Nicaraguan people we saw for an activity this week. Example: [|The Birth of New Sign Language in Nicaragua]

Reference: Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.

By: Lidia Sanchez 06/08

Week Two Rowe and Levine Chapters Seven, Eight, Nine By: Mayra Cahue Dialect ( Chapter 7) Text-To-Text: For example : Do you carry water in pail or a bucket? Do you eat pancakes, johnny cakes, or flapjacks for breakfast? It depends on whether you live in northern states or the southern states. https://image.slidesharecdn.com/1-130925132339-phpapp01/95/dialects-in-great-britain-2-638.jpg?cb=1380115549 <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">By: Mayra Cahue Idiolect ( Chapter 7) Text-To-Self: My cousin always copies the way I speak because he thinks that I speak funny. He thinks I have a unique way of speaking and saying things. I don’t notice but others do catch your pitch of voice. :)   Below, I attached a video that explains what “ idiolect” means and also a video that I thought was very interesting and goes with the topic it's called “ how to speak so that people want to listen.”    [|__https://youtu.be/yA_rqXjc6cQ__]    [|__https://youtu.be/eIho2S0ZahI__]   <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.    By:Mayra Cahue    Cognates( Chapter 7)    Text-to-Self: For example, when I was growing up and learning new vocabulary, I would always make connections with spanish words for example: police (policía), salad ( ensalada) because the words were similar. It was the same word with different spelling but with the same meaning. [|__https://s-media-cache-ak0.pinimg.com/736x/1e/87/79/1e8779fce2d7db727f751d71e5506317.jpg__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Indirect language ( Chapter 7) - “The use of statements rather than commands, and hints and suggestions rather than orders. It is used by everyone at various times and circumstances;women tend to use indirect language more often than men.” Text-to Text: “ Would you mind?” “ Can you do..?” “Would you like to …?” Below, I attached a video that explains that difference between direct and indirect language. [|__https://youtu.be/_Wh1F2A8tIU__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Tag questions ( Chapter 7) Text-to-Text: “ I think we should contact the central office, don’t you?” “ I think it’s great, isn’t it?” “ You’re ready to turn off the television and eat, aren’t you?” Below, I attached a video that explains what tag questions are and gives examples so that children can get the idea of what tag questions are. [|__https://youtu.be/5LVXzsNumOI__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Sequential bilingualism ( Chapter 7) Text-to-Self: My cousin is exposed to another language at age three because my aunt has a new boyfriend that speaks another language so my baby cousin was introduced to a second language at a young age. https://www.desiredresults.us/dll/images/test_images/sequential5.jpg <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Onomatopoeia ( Chapter 9) Text-to-Text: Words like buzz, bang, thump,crack, and bow-wow are said to be onomatopoetic. Text-to-Self: When I was little I used to play with my cousins and friends and would always say cognate sounds like for example, Woo Woo Woo! when we saw a police and would imitate natural sounds. [|__http://www.michellehenry.fr/Onomatopoeia.jpg__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Manually coded English ( MCE) ( Chapter 9) Text-to-Text: The signing done in these situations, and usually in school, is some form of manually coded English. These forms of singing are artificial (invented) systems based on oral English grammar, with the signs, most of which are borrowed from ASL, directly representing English words. Below, I attached a video that has to do with manually coded english. [|__https://youtu.be/WcZetktolxo__] http://slideplayer.com/slide/3348896/12/images/54/Manually+Coded+English.jpg <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Fingerspelling ( Chapter 9) Text-to Self: When I was in high school, I took an elective that taught me fingerspelling, it was something very interesting to learn which made me sign up for. I loved the class it was something new to me and I was able to practice and communicate when my classmates in a different way. .    [|__https://upload.wikimedia.org/wikipedia/en/6/6f/Aslfingerspellalpha.png__] <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Home signs ( Chapter 9) Text-to- World: In church, there is a boy who is approximately 4 years old boy. He is deaf and his family has created their own sign language which is very interesting to watch because they communicate with each other in a unique way. http://www-tc.pbs.org/parents/education/files/2012/06/Sign-Language.jpg <span style="background-color: #ffffff; font-family: 'Times New Roman'; font-size: 10pt; vertical-align: baseline;">Rowe, Bruce M.& Levine, D. P. (2012). A concise introduction to linguistics (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. By:Mayra Cahue Week 3 Chapters 7,8,9 Karolina Czubernat 1) Sociolinguistics ( Chapter 7 ) - Karolina Czubernat Definition: " Is the study of how language and social factors, such as ethnicity, social class, age, gender, and educational level, are related " ( page 187). Text-to-text connection: The concept of social meaning described in Chapter 6. Example: This youtube video explains what sociolinguistics is. https://www.youtube.com/watch?v=42Q6-pQXkzU 2) Man of words ( Chapter 7 ) -Karolina Czubernat Definition: " Is a person in the African or African American community who is respected for his oratorical skills" ( page 197). Text-to-text connection: This is "an African cultural value that the slaves brought with them and their descendants have preserved" (page 197). Example: " In Africa, this man might have been a chief or shaman whose oratorical skills convinced others to follow him" (page 197). References : Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson. 3) Cognates (Chapter 7) - Karolina Czubernat Definition: " Are similar words in two or more different languages that were derived from a similar root language and may have similar meanings" (page 199). Text-to-self connection: When taking Spanish in high school, I remember the teacher always pointing out cognates, so that it is easier for us to remember the meanings of certain words. Example: Student in English is estudiante in Spanish. References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson. 4) Language acquisition device (LAD) (Chapter 8)- Karolina Czubernat Definition: " Is the theoretical area of hardwiring in the brains of children that propels them to acquire language" (page 233). Text-to-self connection: This reminds me learning about Chomsky's theory in this past weekly module. Example: This youtube video shows what Chomsky has to do with the LAD. https://www.youtube.com/watch?v=7Cgpfw4z8cw 5) Babbling (Chapter 8)- Karolina Czubernat Definition: " Is the verbalization made by babies beginning at four to six months of age, which alternates consonants and vowels" (page 236). Text-to-text connection: Babbling sounds such as: bababa, gagaga, mamama. Example: This is a video of a twin babies babbling. https://www.youtube.com/watch?v=_JmA2ClUvUY 6) Telegraphic speech ( Chapter 8)- Karolina Czubernat Definition: " Occurs as children begin adding more words to their two-word sentences" (page 237). Text-to-text connection: " They resemble telegrams that were priced by the word" (page 237). Example: doggie eat food or kitty run outside References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson. 7) Onomatopoeia (Chapter 9)- Karolina Czubernat Definition: " Is the name of the phenomenon that occurs when words supposedly imitate natural sounds " ( page 262). Text-to-text connection: " Words like buzz, bang, thump, crack, and bow-wow are said to be onomatopoetic" (page 262). Example: This video shows more examples of this concept. https://www.youtube.com/watch?v=f1b5kCvVBo8 8) Home signs ( Chapter 9)- Karolina Czubernat Definition: " Are signs invented by deaf people and their relatives to help communicate about everyday items and activities" (page 274). Text-to-text connection: "Although there might be some similarities between the home signs of different deaf people, the signs are basically unique to the individual" ( page 274). Example: The Nicaraguan children invented their own unique sign language. References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson. 9) Iconic sign ( Chapter 9) - Karolina Czubernat Definition: " An iconic sign resembles what it represents" (page 262). Text-to-text connection: " The fact that some signs do have iconic properties does not mean there is a universal sign language" (page 262). Example: This video explains this concept further. https://www.youtube.com/watch?v=l6MsNVtxpX8 10) Simultaneous bilingualism ( Chapter 8) - Karolina Czubernat Definition: " Occurs when a child acquires two (or more) languages from birth" (page 252). Text-to-text connection: " In Quebec, Canada, it is not uncommon for children to be raised in a home where one parent is Francophone and the other Anglophone" (page 252). Example: This video shows an example of a bilingual school in New York. https://www.youtube.com/watch?v=_iQxFbpPxyw
 * Dialect is “the shared, unique linguistic characteristics of a language community.”
 * Idiolect is a person’s specific way of speaking.
 * Similar words that look and mean the same as a word you already know in a English or in Spanish.
 * “ Short questions like “ Isn’t it?” and “ Don’t you?” that are added to the end of declarative statements.”
 * “When a child acquires a second language after having begun to acquire a first language.”
 * “ The name of the phenomenon that occurs when words supposedly imitate natural sounds.”
 * “ A variety of invented forms of signing based on oral English grammar,with the signs, most of which are borrowed from ASL, directly representing English words.”
 * Different hand shapes that form a letter from the alphabet.
 * Home signs are signs that are created by deaf people and their family members to communicate with each other.

References: Rowe D. & Levine, P. (2012). //A concise introduction to linguistics.// New York, NY: Pearson.

Example: I always hear these type of tag questions at home. My parents usually only speak Spanish, but every time they say something, they usually end in a tag question. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Chapter 7,8, and 9 (Ana Fabiola Lopez Gutierrez) **
 * Tag Questions: ** “are short questions such as ‘isn’t it?’ and ‘don’t you?’ that are added at the end of declarative statements.”

Example: I have many friends that use different vocabulary words that they use to end each statement. One of my friends tend to use “right?” after everything he says. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Idiolect ** : is an individual’s personal, individual way of speaking.

Example: There’s many songs out now where slang words are used. Many people speak in slang depending on their culture. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Slang words ** : Are newly coined words or those that have never been completely accepted in formal speech.

Example: I’m from Jalisco, Mexico and many people from where I’m from say many words that are no familiar to my friends here that speak Spanish. Every time I say something that they never heard of, they look at me, so I can explain what I mean. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Dialect ** : “ is the shared, unique linguistic characteristics of a language community.”

Example: Iconic signs are common everyday, used for driving signs, too. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Iconic sign ** : “a sign that looks like what it represents.”

Example: When having a conversation with friends, I always tend to ask questions, but not directly as I tend to hint out what I want instead. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Indirect Questions: “ ** are questions asked in the form of a statement.”

Example: Reminds me of the song I used to sing when I was younger when it said, “ the cow goes moo, the dog goes woff woff….” Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Onomatopoeia: ** “Is the name of the phenomenon that occurs when words supposedly imitate natural sounds.”

Example: This reminds me of sing language as it is used to communicate between people. It is important to know sign language in case it is ever needed to communicate with others, I have been trying to learn for the past couple of years. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Fingerspelling ** : “Different hand shapes represent different letters of the alphabet. Words of an oral language can be spelled directly.”

Example: My brother is 7 years old and I seen him do that before. He learns a new word and then tries to use that word for everything, even if he is not right. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Overextension ** : “overextension occurs when a child acquires the definition of a word and applies it too broadly.”

Example: I speak Spanish at home most of the times, so there are words like “college” and “colegio” that sound about the same but they are not. “Colegio” in English refers to elementary school. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson.
 * Cognates: “ ** are similar words in two or more different languages that were derived from a similar root language and may have similar meanings.”


 * Week Three Chapters 7,8,9 (Jessica Lara)**

Language community: "a group of people who live, work, socialize, and communicate with one another" Example: My old neighborhood consisted of many Hispanics, and Spanish was everyone's go-to language when communicating.

Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson. **African American English:** "one of several names for the varieties of English used in the African American community" Example: I had an African American student in my class in elementary school. I knew that his English speaking sounded different, but I wasn't sure why exactly. I had just assumed it was like an accent and that was it. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Hispanic English:** "a general term used to describe the many varieties of English spoken by Americans of Hispanic descent." Example: my mother came to the United States when she was about eight years old. She knew no English then, but speaks it perfectly now. A few things I do notice when she speaks is that she'll use the "sh" sound in some words that have "ch". She was born in Chihuahua, and a common thing about people from Chihuahua is that they often use the "sh" sound, replacing the "ch" in words. She says that she doesn't notice it at all, but my dad and i point it out very quickly. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Slang:** "newly coined words or those that have never been completely accepted in formal speech" Example: I tend to use slang a lot when I'm around my cousins and friends, due to the fact I personally find it a bit inappropriate to use slang around older adults. Instead of saying "do you have a grudge against this person?" we usually say "You got beef with them?" Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Babbling:** "the verbalization made by babies beginning at four to six months of age, which alternates consonants and vowels" Example: I have a nephew who is about nine months old and has been blabbering nonstop! He often blabbers "mamamamama" and sometimes even says "papa". He'll try to say "teta", which is what his mother refers to the baby bottle, but he'll say "tata" instead. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Two-word stage: "**the stage that begins sometime after eighteen months of age when the child begins to combine words into two- word utterances" Example: I have a nineteen month old cousin who says little phrases such as "go now" and "shoes please" as well as other two word phrases in Spanish. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Fossilization:** "the first language characteristics results in the "foreign accent" of second-language learners after the age of puberty" Example: My father learned English when he was in the college equivalent in Mexico. One of the rules in Spanish is the rolling of the r, so when my dad speaks English, there are some words he says where he rolls his r's. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Onomatopoeia:** "the name of the phenomenon that occurs when words supposedly imitate sounds." Example: I remember in fifth grade when our teacher was introducing us to onomatopoeias. She used examples such as "boom" and "swoosh" Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Home signs:** "signs invented by deaf people and their relatives to help communicate about everyday items and activities" Example: one of my grandmother's friends has a four year old grandchild who is deaf, so when the child would ask for some homemade ice cream(his grandfather sells ice cream in an ice cream cart, so he makes it with fresh fruit everyday), he made some motions that his grandmother understood, as she did not know sign language. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson **Dominant condition:** "a grammatical rule describing the fact that if only one hand of a two-handed sign moves, the nonmoving hand can only be in one of six handshapes" Example: The mother of the grandchild mentioned in the example above uses only one hand when doing sign language with her son, while he uses both. Rowe, D. and Levine, P. (2015). A concise introduction to linguistics (4th ed.). New York, NY: Pearson