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Locating oneself and talking past: Journalists’ engagement with Pacific communities on Twitter
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| 2 |
Non-Māori-speaking New Zealanders have a Māori proto-lexicon
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| 3 |
Russia’s Futures, from Fairy Tales and Editorials to Kremlin Narratives: Prokhanov, Dugin, Surkov
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“Rapid, accessible, and equitable”: Trends in speech perception testing
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| 5 |
30 Years after the Breakup of the USSR: Russia and Post-Soviet Europe, Narratives and Perceptions
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| 6 |
Learned Construction Grammars Converge Across Registers Given Increased Exposure
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| 7 |
Preverbal directionals as markers of associated motion in Paluai (Austronesian, Oceanic)
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| 8 |
Production vs Perception: The Role of Individuality in Usage-Based Grammar Induction
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| 11 |
Unpacking the efficacy of Reading to Learn using Cognitive Load Theory
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| 12 |
A Review of Indigenous Second Language Acquisition: Factors leading to proficiency in te reo Māori (the Māori language)
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| 13 |
Preschool Language Development of Children Born to Women with an Opioid Use Disorder.
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| 15 |
Introduction: Phonetic fieldwork in southern New Guinea ; Phonetic fieldwork in southern New Guinea (Introduction)
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| 17 |
Validation of the Responsivity Training Scale (ReTS): A clinical tool to measure child-directed speech in parent-child interaction
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| 19 |
The Role of Input in Language Revitalization: The Case of Lexical Development
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Abstract:
Immersion programs have long been considered the gold standard for school-based language revitalization, but surprisingly little attention has been paid to the quantity and quality of the input that they provide to young language learners. Drawing on new data from three such programs (Kaqchikel, Western Subanon, and Māori), each with its own particular motivation, objectives, and pedagogical practices, we examine a key component of this revitalization strategy, namely the amount and type of lexical input that children receive. Our findings include previously unknown facts about the number of words that children in these programs hear per hour, the ratio of word tokens to word types, and the skewed frequency distribution of the particular words that make up the input. We discuss our findings with reference both to comparable measures for first language acquisition in a home setting and to their relevance for pedagogical strategies in the classroom.
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Keyword:
1601 Anthropology; 1604 Human Geography; 2004 Linguistics; communication and culture::4704 - Linguistics::470401 - Applied linguistics and educational linguistics; communication and culture::4704 - Linguistics::470402 - Child language acquisition; Fields of Research::44 - Human society::4401 - Anthropology::440105 - Linguistic anthropology; Fields of Research::47 - Language
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URL: https://hdl.handle.net/10092/103138
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