In:Lifespan Acquisition and Language Change: Historical sociolinguistic perspectives
Edited by Israel Sanz-Sánchez
[Advances in Historical Sociolinguistics 14] 2024
► pp. 331–336
Subject index
Published online: 4 April 2024
https://doi.org/10.1075/ahs.14.si
https://doi.org/10.1075/ahs.14.si
A
- /ae/:
- /æ/ 30, 49, 86, 203–229, 321
- /ae/ raising 49, 50, 205, 207, 214–215, 225–228
- /æ/ systems 205–208, 221, 225, 228
- tense vs lax /æ/ 46, 205
- Aboriginal 30, 182, 185
- abrupt creolization 130; see also creole languages
- acquisition:
- acquisition corpora 23, 323–324
- acquisition of (socio)linguistic variation 25, 44, 47, 65, 68, 77, 79
- acquisition of variable patterns 45–46, 48, 65
- bilingual acquisition 3, 18, 29, 44, 105, 121–122, 137, 235, 239, 244, 256–257, 319
- early acquisition of sociolinguistic variation 46–47
- monolingual acquisition 3, 7, 29, 46, 52–55, 73, 99, 109–110, 115, 120, 122, 158, 189, 239, 251–259
- second dialect acquisition (SDA) 10, 16, 87–88, 90
- second language acquisition (SLA) 90, 64–79, 88, 133, 137, 139, 143, 266, 279, 285–287
- timing of acquisition 46–48, 57, 164
- actuation 12, 14, 18, 27, 30, 57, 174, 229
- address forms in Spanish 24, 153–159
- adolescents:
- adolescence 4–6, 10–11, 14–16, 18, 21–23, 48, 87–88, 109–110, 118–119, 128–134, 203–205, 207–213, 215, 218, 227, 229, 250, 321–322, 324
- adolescent peak 14, 109
- adolescent role in language innovation 18, 208, 211
- post-adolescent changes 15–16
- adults:
- adult acquisition of sociolinguistic variation 68
- adulthood 4–5, 11, 45, 51, 55–57, 64–79, 97, 128, 133–134, 180, 215
- adult input 7, 57, 180, 182, 186, 322
- adult learners 6, 17, 50, 52, 65–66, 70, 74, 108–109, 114–115, 282
- adult role in language innovation 30
- adult vernacular lability 85
- adults as agents of language change 266
- late acquisition by adults 89
- African-descendant population 267, 274–275, 277, 285–286, 288 ; see also slaves (African); West Africa
- age:
- age of onset 104, 108, 111, 116, 119, 122, 255
- age-graded variation 14–15
- aging (as a process) 4–5, 11
- as a biological vs. cultural construct 4–5
- /ai/ raising 50
- allomorph 191–194
- Amazon region 75, 78
- Amerindian population 266–271, 273–288
- Amsterdam 95–98
- Antilles 154
- Antioquia region 264–289
- Antwerp 95–98
- Appalachia 206
- apparent time (change) 6, 14–15, 69, 85, 185, 208, 215, 218–219, 221, 225–226, 324
- archival recordings 30, 203–204, 212
- Argentina 150, 152–153, 155, 164
- artificial language 48–50, 108
- Aruba 93
- Aspect Hypothesis 74
- Asunción 152
- audio data
236, 238, 240, 245, 250, 259
- audio recordings 30, 174, 235, 238, 242, 250, 258, 319, 324
- Auslautverhärtung 234, 244
- Autonomous Development Hypothesis 113, 120
B
- bad data problem (in historical sociolinguistics) 98, 141, 204
- Basic Variety 70
- Bergen 88, 133
- bilingualism:
- bilingual children 29, 45, 51–57, 92, 196
- bilingual effects 51–52, 54–55
- bilingual innovations 51, 55
- bilingual language development 45–46
- bilingual mode 116
- bilingual optimization strategies 105–107, 119–120
- bilingual settings 110
- bilinguals as agents of language change 17
- long-term communal bilingualism 114, 116
- Bioprogram Hypothesis 19, 308
- blending inheritance 309
- body partonomy 283, 288, 322
- borrowing transfer 91; see also recipient language (RL)
- Bottleneck Hypothesis 141
- brain
4, 8–9, 12, 88–89, 110, 142
- brain maturation 4
- brain plasticity 4, 88–90, 108
- Brazil 116–117
- Britain 10, 133, 152, 306
- Buenos Aires 151–153, 155, 158, 160, 170, 172
C
- California 206
- Cambodia 66
- Canada 121, 206, 208
- Cape Verde 276–277, 279, 281
- caregivers 5–6, 14, 44, 46–48, 54, 131, 167, 208, 210–211, 215, 222, 224–225, 229
- cascade principle 115, 151, 186
- case marking
118, 191–194, 197
- dative case 50, 93, 119, 184, 191–194
- ergative-absolutive pattern 50, 191
- ergative case 50, 184, 187, 191–194
- Cauca department 271, 273
- census data 251, 266, 277–278 ; see also US Census
- cessatives 159–162, 164–165
- changes in progress 49, 72, 85–86, 195–196, 207, 216–217
- Chicago 54, 205
- children:
- child heritage speakers 10, 45, 51–56
- child acquisition of sociolinguistic variation 44, 47
- child language acquisition 5, 10, 12, 29, 49, 51, 56–57, 129, 131, 173, 181, 185, 190, 195, 324
- child-initiated language change 46, 49, 51, 56, 180–181
- childhood 4–7, 10, 14–15, 20, 53–55, 85, 88–89, 110, 128–129, 131–132, 134, 210–213, 251, 256–258
- children as agents of language change 56, 118, 181, 197, 308
- children’s innovations 45, 48–51, 56–57, 114, 173, 180–182, 186–188, 190, 195–197, 211, 287, 208, 322
- early childhood 5–6, 14, 54, 89
- late acquisition of grammatical variation by children 48, 151
- late childhood 6
- Cincinnati 205
- classroom acquisition settings 70, 76, 137–138, 142, 151, 287, 308 ; see also teachers
- clitics:
- in Spanish 53–55
- in Portuguese 67–68
- code-switching 9, 30, 182–183, 185–187, 189–190, 196, 322
- Colombia 30, 264–289
- colonialism:
- colonial plantation settings 19
- colonization 20–21, 27, 71, 78, 143, 152, 154–155, 171, 182–183, 204, 236, 266–271, 273–282, 285–288, 306–311
- colonizers 19, 140
- competition 114, 150, 160, 170–171, 207, 309, 312
- complementation (and complementizer) 30, 295–313
- complexity in grammar 16, 22, 45, 48, 53, 138, 156, 158–159, 171, 186, 311
- congruence 107, 266, 279, 281–282
- Constructive Nonconformity Principle 76
- contact-induced changes:
- contact-induced grammaticalization 118–119
- contact-induced interference 107
- contact-induced language change 51–52, 55, 74, 94, 104, 109, 112, 116, 118, 121–122, 179–180, 185, 275, 286
- Controller First Principle 70
- convergence 72–73, 114, 312
- copula (and copular verbs) 71, 72
- Córdoba (city in Argentina) 164, 175
- Córdoba (region of Colombia) 270, 280
- creole languages 16, 19–22, 27, 70–71, 130, 132, 135, 183, 276–277, 279, 281–284, 286–287, 295–296, 298, 300, 303, 305
- critical period
5–6, 10, 14, 88, 129, 131
- Critical Period Hypothesis 88
- cross-linguistic influence
45, 51–52, 55, 93, 98, 114, 116, 118, 120
- cross-linguistic transfer 90, 92–94, 181
D
- Darien region 267, 271
- demographic change 16, 95–96, 152
- development in language acquisition:
- developmental factors 5, 7–8, 13, 51, 68, 69, 104, 115, 119, 138, 140, 165, 180, 204
- developmental errors 180
- developmental view of language acquisition 7
- diachronic change 26, 45, 69, 75, 141, 174, 286
- dialect:
- dialect contact 16, 29, 45, 84–85, 87–91, 93–95, 97–99, 107, 137, 237
- difficulty hierarchy (in dialect acquisition) 88, 94
- differential object marking 54
- diffusion 15, 129, 131, 133–134, 140, 205
- direct object clitic 53–54
- dominance in bi/multilingualism 17–18, 30, 53–54, 56, 90, 92–96, 98–99, 119, 128, 141–142, 235–236, 239, 241, 250–259
E
- ecology of language 22, 24, 73, 133, 137, 140, 143, 273, 302, 306–307, 309–310, 323–324 ; see also feature pool
- ego-documents 121, 170, 237
- England 87, 109
- entrenchment 108, 119–120
- environmental determinants 4
- errors in acquisition:
- child acquisition 13
- non‑native adult acquisition 5–6, 138, 140, 311
- esoteric vs. exoteric communities 321–322
- Eurocentric bias in acquisition research 324
- exemplar theory 209
- experimental studies of acquisition 6, 9, 23–24, 30, 49, 92–93, 113, 120, 142, 152, 165, 167, 323
F
- F1/F2 209, 213–215, 217
- Failed Features Hypothesis 141
- feature pool 18, 114, 132–133, 172, 296, 301, 308–310, 312–313 ; see also ecology of language
- Feature Reassembly Hypothesis 141
- feature variation 235
- final obstruent neutralization (FOT) 235, 244–250, 260
- First Noun Strategy 70
- Flanders 95–96
- form-meaning mapping 8, 74, 113
- fossilization 137
- frequency 6, 8–10, 13, 21, 48–50, 53, 57, 64, 67–70, 86, 98, 108, 112–113, 156, 160–162, 170, 188, 214, 243, 296, 299
- Full Transfer/Full Access Hypothesis 141
G
- gender mismatches 53, 55
- generation
6, 13–15, 19, 21, 45, 49–72, 77–78, 109, 115, 121–122, 127–128, 130–131, 133–138, 142, 159, 180–181, 186–187, 190–191, 196, 204, 206–207, 210–211, 214–215, 218–219, 221, 225, 227, 236–237, 249, 251, 256, 258–259, 278, 287–288, 324
- generational change 15, 128, 130
- generativism 7, 12–13, 105, 112
- Groningen 95
- Guinea Bissau 276–277, 279, 281
- Guizhou province 89
H
- heritage speakers 45, 51–57, 112–113, 244, 259 ; see also adults; children
- historical sociophonetics 203–204, 208
- Hong Kong 30, 128, 140, 295, 297, 306–308, 310–313
I
- Iberian Peninsula 153
- Illinois 248
- immigration (and immigrant) 16, 18, 21, 29, 66, 71, 76, 128, 135–136, 153, 155, 170, 172, 204, 234–237, 249, 257–259 ; see also migration
- imposition
17–18, 30, 91, 120, 143, 248, 250, 322
- imposition transfer 91
- improvised language strategies 106–107, 113
- incrementation
10–11, 14, 22–23, 30, 46, 49, 86, 109, 131, 203–229, 321
- incrementation model 46
- (ing) in L1 English 46
- (ing) in L2 English 66, 68
- indexicality 137, 142
- India 128, 135–136, 138–140, 297
- Indigenous communities 270, 278
- innovation 5, 11, 13, 16–18, 27–28, 30, 45, 48–51, 54–57, 109–110, 114, 116, 121–122, 134–136, 138, 173, 180–182, 186–188, 190, 195–197, 208, 211, 223, 273, 278, 281, 287–288, 309, 311–312, 319–320, 322
- input demand 22
- interdisciplinarity in historical sociolinguistics 2, 25, 71, 319, 325
- interface effects 22, 140
- Interface Hypothesis 75, 139–140
- interference 17, 107, 114, 235, 278, 284, 287–288 ; see also cross-linguistic influence; imposition; language contact; transfer (L1)
- interlanguage 5, 17, 19, 22, 67, 69–70, 78, 153, 155
- intermediate forms 92, 94, 239
- Interpretability Hypothesis 141
- invariant structures 55
- irregular 10, 22–23, 57, 115, 166, 180
- Italy 153
- item-per-item learning 108
K
- Kansas 121, 207
- Kansas City 205, 207, 208–209, 212–213, 215, 219, 221, 227–229
- koinéization 94, 98, 132–133, 154, 196, 321 ; see also dialect; new dialect formation
L
- Lajamanu 182–183, 198
- language acquisition across the lifespan 2–3, 6–7, 12–24, 27, 89, 98–99, 107, 204, 312
- Language Acquisition Device 5
- language contact 16–19, 22–24, 27, 29, 65, 70–71, 73, 75–76, 79, 85–86, 90–91, 94, 98, 104–105, 107–110, 112, 115, 117–118, 120, 137, 142, 204, 235, 243, 265–266, 273, 278, 284–285, 287–289, 311 ; see also bilingualism; contact-induced changes; cross-linguistic influence; imposition; substratum; transfer (L1)
- language shift 17, 99, 236, 253, 258, 266, 273, 275, 278, 285–286
- Leiden 97
- lexical conditioning 55
- life stage 4–5, 84–85, 87, 90, 107–109, 128–129, 132, 134, 142
- lingua franca 183
- logical problem in language change 12
- London 18, 128, 132–133, 135
M
- Madison 237–238
- Massachusetts 69
- Medellín 264, 268, 270–271, 273, 275, 277–278, 280, 285–286
- Mexico 52, 54, 68, 154, 269
- Michigan 121, 206
- Midwest region 206, 235
- migration (and migrant) 16, 66, 71, 87–89, 94–95, 97, 128, 133–136, 143, 153, 155, 170, 172, 206, 208 ; see also immigration
- Milton Keynes 132–135
- Milwaukee 248
- Mirror-Image Hypothesis 71–72, 79
- Missouri 204–229
- mixed input 45–51, 56, 182, 189
- mixed language 30, 51, 183–197, 286, 308, 322
- mobility in speakers and communities 76–77, 85–87, 89, 226
- modality
151, 156–158, 160, 164–165
- deontic modality 157–158, 164–165
- epistemic modality 49, 151, 157–158, 160–165, 167–172, 322
- modal verb must 49
- momentum-based model 46
- monolingual mode 111
- Montevideo 150–153, 155, 160–161, 170, 172
- multiethnolects 18, 136, 143
N
- native-like forms 67; see also errors in acquisition 67, 88, 131–132
- naturalistic acquisition:
- data 9, 30, 162, 170, 319, 323
- L2 naturalistic acquisition 69, 75, 78, 142, 266, 279, 281, 285–287
- ne-deletion in French 72
- negation 69, 72, 138, 157
- Netherlands 93, 95–96, 112–113, 116–119, 121
- neurocognitive maturation 3; see also brain
- new dialect formation 10, 17, 21, 45, 128–129, 132, 136–138 ; see also koineization; dialect
- New Granada 266, 271, 274
- New Orleans 205–206
- New Spain 269
- New York 89, 205–206
- New Zealand 23, 135–136, 204
- Nonconformity Hypothesis (and Nonconformity Principle)76
- normative pressures 23, 72, 154, 172–173, 190
- Northern Territory 182
- null objects 52–53, 55
O
- old age (and elderly) 5, 11
- optimal periods 10; see also critical period
- oral history 212
- orthography (and orthographic variation) 96–98, 242–243, 247–249, 253, 255–257
P
- Pacific Northwest region 206
- panel studies 9, 20, 73, 85–86, 204, 210
- peers (influence in acquisition) 6, 10, 14, 18, 23, 46, 57, 67, 88, 109, 121, 131–133, 135, 172–173, 184, 186, 190, 210, 225, 229
- Pennsylvania 205, 248
- Peru 154, 269, 273
- Philadelphia 46, 66, 205–207
- phonology (and phonological variation)
4, 10–11, 13, 30, 88–89, 91, 94, 110, 118–119, 131, 134–135, 171, 181, 194, 206, 213, 227–229, 235, 237–239, 242, 248–250, 252, 254, 256, 258, 307, 309–310
- phonological mergers 23–24
- pidgins (and pidginization) 16, 19, 27, 70–71, 130, 183, 281, 287, 295–298, 300, 305–306, 308, 310, 312, 321
- post-colonial settings 20, 22, 27, 29, 129, 132–133, 137–138, 140
- pre-Columbian 268–269, 273
- predictable variation 9
- preposition 55, 71, 118, 297, 300, 302–305, 308, 310–312
- present progressive 73, 75
- preventives 159, 160–162, 165
- probabilistic processing in language acquisition 208, 210–211, 218–219, 225
- probability-matching 10, 108, 121
- Prototype Hypothesis 74
- psycholinguistic factors 4, 10, 16–18, 22, 27, 91, 319, 323
- Puerto Rico 66, 72
- punctuated equilibrium 320
- purposive clause 301, 304–305, 307–308, 311–312
Q
- quantitative boosts 49
R
- reanalysis 12–13, 50–51, 129–130, 135, 186–187
- recipient language (RL)
17, 91
- recipient language agentivity 91
- regularization 10, 69, 129, 134, 180, 182, 187, 191, 196–197
- relexification 19, 287
- Relexification Hypothesis 298
- ‘rely on more languages’ strategy 107, 116–120, 122 ; see also bilingualism; language contact
- ‘rely on one language’ strategy 107, 108, 111–115 ; see also bilingualism; language contact
- repertoire 7, 14–15, 18, 22, 24, 29, 67, 85–86, 90–91, 93, 95–97, 99, 106, 141, 182, 305–306, 323
- restricted input 45, 51–52
- retrograde change 15
- reverse-U model of incrementation 211
- Río de la Plata region 24, 30, 151–175, 322
- rule-based learning 108
- -s deletion 46
S
- salience:
- acoustic salience 113
- perceptual salience 21
- San Francisco 122
- Santa Fe de Antioquia 270–271, 273–275, 278, 285
- São Tomé e Príncipe 279
- Scotland 47
- selection of language features 24–25, 30, 74, 155–156, 159, 165, 171–172, 309, 311–312
- semantic extension 94, 117, 288
- sentence completion task 165–166
- simple present 73–75
- slaves (African) 71, 266, 274–278, 281–282, 285
- social embedding of a change 11, 14, 24, 26, 109, 127, 136, 311, 320
- social network 4, 28, 89, 132, 170, 190, 298, 321
- socioeconomic index (SEI) 213, 228
- sociolinguistic interviews 30, 66, 204, 207, 212–213, 319, 324
- sociophonetics 22, 30, 86, 142, 203–205, 208, 211–213, 227–229, 257–259, 324
- source language (SL)
17,
120, 182, 184–186, 196, 275, 284, 288
- source language agentivity 91, 278
- South Midland region 206
- Spain 68, 154, 269, 286
- St. Louis 205, 207, 212–213
- stability 6, 15, 75, 107, 112–113, 116, 159
- stasis 321
- Stockholm 128, 136
- structural inequalities 324
- structural priming 92–93
- structured vs. unstructured variation 21, 54–55, 110
- stylistic reinterpretation 130
- subject pronoun expression 48, 55, 66–67, 73, 92
- Subset Principle 138
- substratum
266, 285, 287
- substrate influence 22, 266, 285–289, 302, 308
- syllable-final 171, 235, 244, 256, 259–260
- syllable-initial 235, 243, 250, 256
T
- -t/-d deletion 48
- target forms 167
- teachers 155, 175, 306 ; see also classroom acquisition settings
- Tehran 133
- tense-mood-aspect (TMA) 19, 70–71, 186–187, 189
- transfer (L1) 22, 52, 78, 90–94, 96–97, 153, 181, 265–266, 273, 275, 278–287, 305, 308 ; see also borrowing transfer; cross-linguistic influence; imposition; interference; language contact; substratum
- transmission
14–15, 26, 49, 110, 115, 121–122, 129–133, 137–138, 186, 203–205, 208, 211–212, 214–229, 310–311, 321–322, 324
- vertical vs. horizontal 121–122, 186, 229
- transparency 22, 112, 113, 311
- trend studies 9, 14, 85
- Turkey 117, 119
- tuteo 151–152, 154–174 ; see also voseo
- twins 221–222
- typology 17, 70, 73, 75, 185
U
- /u/ fronting 49
- uniformitarianism (and Uniformitarian Principle) 4, 26, 151, 181, 257, 295, 312, 324
- Universal Grammar 5, 130
- Uruguay 150, 152–153, 155
- US Census 213
- US South region 77–78, 206
- usage-based approaches 9, 13–14, 105, 112
- Utrecht 97
V
- variable input 13, 56, 173, 180–181, 310, 319
- vernacular reorganization 14, 321 ; see also adolescents; incrementation
- vernacular universal 18
- Vietnam 66
- voice onset time (VOT) 235, 238–243
- voseo 151–152, 154–174 ; see also tuteo
W
- weak biases 49
- West Africa 266–267, 273–279, 281–282, 285–288
- Western vs. non‑Western acquisition contexts 5, 9, 16, 29, 128–129, 132, 136–141, 324
- Wisconsin 234–260, 322
- word order 19, 49, 113, 181, 193–194
- written sources 235, 237, 242–243, 247, 250
