In:Child Bilingualism and Second Language Learning: Multidisciplinary perspectives
Edited by Fangfang Li, Karen E. Pollock and Robbin Gibb
[Bilingual Processing and Acquisition 10] 2020
► pp. 303–306
Index
Published online: 1 December 2020
https://doi.org/10.1075/bpa.10.index
https://doi.org/10.1075/bpa.10.index
A
- Academic Competence Evaluation Scales (ACES)210
- accentedness 30–31
- accuracy 9, 13, 23, 270
- acoustic analysis 231, 267
- age of arrival94
- algorithm 154, 256
- Anishinaabemowin (Ojibway)234
- aptitude31
- Attention Deficit/ Hyperactivity Disorder (ADHD) 203, 210
- Autism Spectrum Disorder(ASD)208
- Asperger’s syndrome208
B
- basic interpersonal communication skills (BICS)33
- bilingual/bilingualism
- bilingual education 139, 168
- bilingual phonological development 11, 117, 250
- French-English bilinguals59
- sequential bilinguals/bilingualism 2, 11, 14, 23, 46, 54–55, 117, 167
- simultaneous bilinguals 16, 111, 186
- birth country
- China 207, 213
- Eastern Europe 206–207, 210–211
- Ethiopia 191–193
- Haiti201
- Korea 191–195
- Romania 191, 195
- Russia213
C
- Cantonese 31–33, 196
- Children’s Communication Checklist (CCC-2) 207–209
- Clinical Evaluation of Language Fundamentals – Preschool (CELF)
- CELF-3202
- CELF-4 69, 72, 203
- CELF-P198
- classroom observation151
- clinical application230
- coda 224, 228
- code-switching 66, 80
- cognates48
- cognitive academic linguistic proficiency (CALP)33
- Common European Framework of Reference for Language (CEFR)139
- communicative command116
- communicative competence117
- comprehensibility 30, 34–35
- concepts
38, 46
- conceptual organization48
- conceptual overlap 46, 59
- connectionist 225, 228
- constituents 284, 293
- constraints
- phonological 31, 228–230
- attentional13
- Content and Language Integrated Learning (CLIL) 4, 139
- corpora 250, 281–282
- critical period 2, 32
- cross-language influence/interference 130, 171
- crosslinguistic research (crosslinguistic investigation) 223–225
- cross-sectional study 256, 265
- cue competition67
- cultural safety 238–239
D
- database249
- CALLHOME Spanish lexicon 283–284
- developmental language disorder (DLD)208
- duration
128, 231
- vowel 126, 269
- consonant175
- of exposure198
- of filled pauses118
E
- early language learning197
- English as a foreign language (EFL)142
- English as a foreign language137
- error
- patterns202
- rates293
- exposure/language exposure
15, 31, 81, 96, 116, 141, 194, 275, 280
- age of19
- classroom 138–139
- duration of/length of 120, 140
- French 169, 180–182
- L2/second language 2, 168, 207
- loss of190
- out of school 138, 142–148
- to English 161, 197–199
- relative 89, 105
- Expressive One-Word Picture Vocabulary Test – Revised (EOWPVT-R)198
F
- feature
170, 227–228, 231–232, 283
- acoustic170
- functional12
- morphological283
- phonetic114
- phonological 226–228, 256, 283
- pronunciation36
- prosodic297
- First Nations 238–240
- formant269
- structure 118, 124
- foot/feet 227–229
- foreign language fluency117
- formulaic chunks37
- fricative 17, 236–237, 282, 286
- functional load30
- functionally monolingual individual116
G
- general academic achievement 143, 148
- General Communication Composite(GCC) 207–212
- Goldman-Fristoe Test of Articulation– 2nd Edition (GFTA-2) 198, 202
H
- health 190–192, 239
- hesitations
113–119
- native-like116
- hierarchical organization (of the mental lexicon) 46–47
I
- immigrants 2, 30, 94, 168, 282
- indigenous context 238–242
- infant 9, 25, 83, 189, 191–192, 204
- input
- effects90
- quality of 88, 90–93, 104, 106
- quantity of 89, 93, 104, 106, 140
- native speaker 92, 104, 140
- nonnative87
- sources of 88, 105
- sources of variation in93
- institutionalization 192–194
- intelligibility30
- interaction
- cross-linguistic/language 9, 116, 119–130 ; See also cross-language influence/interference
- L1-L2 171, 177
- social 13, 203
- teacher-pupil/classroom 30, 137, 142
- international adoption
4, 189
- age at adoption 198, 210
- post-adoption 205–209
- pre-adoption 191–196, 201, 210
- interview 94–94, 150, 264
L
- language background
121, 291
- of parents 88–93
- language experiences
88, 270, 280, 298
- amount of12
- lack of72
- Language Magnet Model13
- language membership encoding68
- language proficiency
38, 49, 91, 116, 132, 145
- parents’ 91, 95
- foreign 138–139 ; See also second language proficiency
- teachers’ 140, 150
- language systems 169, 297
- language-specific patterns 282, 285
- Latin American Spanish 275–276, 281–283, 297
- lexicon/mental lexicon
46–47, 59, 277
- CALLHOME Spanish lexicon database 283-284
- Hoosier Mental Lexicon (HML)70
- lexical diversity 141, 152–153
- lexical sophistication 152–153
- South Florida Spanish Frequency Lexicon (USFL)70
- longitudinal study 11, 93, 158, 197, 203–206, 257, 260
- low wordlikeness 278, 289
M
- MacArthur Communicative Development Inventories (MCDI) 196, 204–206
- Mandarin 33, 46, 48, 236, 244
- markedness/markedness contraint 228–229, 231, 237
- Mean Length of 3 Longest Utterances (M3L)204
- Mean Length of Utterance (MLU)141 See Mean Length of 3 Longest Utterances (M3L)
- minimal pair(s) 30, 35, 175, 180
- mirroring 36–37
- models
3, 9–11, 15–17, 23–24, 32, 40, 66, 81, 130, 136, 157, 164, 169, 176, 182, 184, 228, 244, 297
- Best’s assimilation model182
- computational66
- connectionist228
- of acquisition130
- logistic regression176
- Perceptual Assimilation Model (PAM) 12–13
- Second language Learning Model (SLM) 11, 15, 182
- Unified Competition Model 65, 67, 78, 81
- usage-based298
- mora 228, 232
- mutual cross-linguistic effects117 See cross-language influence/interference
N
- nonword length287
O
- Ownership, Control, Access and Possession (OCAP®) 238, 240, 241
- onset(s)
70, 227, 252, 281, 284
- complex 263, 265
- voice See also voice onset time (VOT)
- outcomes
- language 194, 197, 201, 203, 213
- positive 195, 198, 200
P
- parent report 94, 105, 197, 204 See MCDI
- Peabody Picture Vocabulary Test (PPVT)101
- PPVT-3 198–199, 202
- PPVT-4 49, 55, 97, 150, 204
- perceptual identification function176
- phoneme
10, 12, 15–16, 21, 23, 36, 67–68, 115, 127, 277, 281, 286
- unshared 7, 18, 24
- shared 18, 24
- phonetics
225, 231, 251
- International Phonetic Alphabet (IPA)292
- phone/phonetic segment 254, 258, 261, 266–268, 270, 277
- phone-by-phone comparison256
- phonetic categories 12, 26
- phonetic characteristics 114, 124
- phonetic content 124, 126
- phonetic drift 169, 175, 180, 182, 184
- phonetic fossilization180
- phonetic inventory 196, 270, 286
- phonetic systems252
- phonetic transcription 122, 127, 230–231, 251, 254, 256, 267, 283–284 ; See also phonetically transcribed
- phonetically transcribed/transcribed phonetically 20, 127
- Phonex 258–259, 262, 266
- phonology
- nonlinear 226, 231
- of Cree262
- of Hungarian125
- of L1/L233
- of the target language 113–114
- phonological assessment 20, 230
- phonological features 256, 266–227, 282
- phonological intervention233
- phonological patterns 36, 117, 229, 253, 262, 266
- phonological skills 10, 117, 230
- the (bilingual) development of 9, 16
- Phonological Awareness composite of the Comprehensive Test of Phonological Processing (CTOPP)203
- phonotactics
67–68, 114, 129, 262, 279
- of Cree262 See also phonology of Cree
- of Hungarian 118, 131 ; See also phonology of Hungarian
- Spanish278
- picture-naming task 55–56, 235
- pitch71
- Preschool Language Scale – 3rd Edition (PLS-3)202
- Praat 71, 124, 175, 251, 267, 269, 291
- pre-school26
- children 141, 197, 241, 273
- prosodic structure 224, 227–228, 278
- prevoicing 171, 181
- Protracted Phonological Development (PPD)226
Q
- query 250, 256–270
R
- Reactive Attachment Disorder (RAD)209
- relative proficiency 51, 57, 60
- repetition performance 277–280, 284, 295–298
- report 257–269
- rhotic 224, 237, 266
- rime 277, 283–285, 294
S
- school-age(d)/school-aged children 11, 91, 168, 200, 203–204, 207, 210–211, 240
- schwa-like vowel 115, 118
- second language proficiency 118, 135, 185
- segmentals36
- segmental content 115, 122, 125, 129
- segmental quality115
- semantic organization 47, 58
- semantic verbal fluency 46–51, 53–54
- socio-economic status (SES) 120, 138, 140, 142, 149
- shadowing 36–37
- silent pause 114, 122, 125
- socially dominant language169
- software 245–246, 249, 251, 255, 257
- special education33
- special needs 33–34, 192, 212–214
- speech production 16, 24, 91, 115, 117, 119, 68, 170–172, 180, 182, 244
- speech-language pathology/pathologists (SLP) 3, 218, 225, 229, 240
- spontaneous speech 35, 113, 196, 198, 202
- stochastic grammar284
- stop consonant
167, 287
- voiced stops 170–171, 176, 179–183, 283, 286
- voiceless stops 170–171, 176, 181–182, 286
- stress (phonological)
228, 231, 235, 237, 258–259
- pattern 258–259
- suprasegmentals 36, 40, 136
- survey204
- syllable
252, 256, 258–259, 264, 277, 284
- length 287–288, 292, 297
- syntactic complexity 137, 141, 152, 154, 158, 160, 254
T
- Tagalog 3, 9, 14, 16–23, 234, 236
- teacher language use 142, 148–149, 160–161
- teaching techniques38
- TextGrid 251, 267–268
- timing unit228
- Test of Narrative Language (TNL)203
- toddler204
- translation equivalents 45–49, 51–56, 58–60
- typical development (TD) 111, 235–237, 240
U
- utterance length 92, 196, 209–210, 212 ; See also mean utterance length
V
- Valley Zapotec 225, 238, 241
- verbal fluency 46–51, 53–54, 58–60
- vocabulary
33, 45–46, 48–50, 175, 181, 194–195, 198–199, 211–212, 277
- combined67
- development/growth 89, 140–141, 157, 205
- expressive 96–99, 101–105
- outcome153
- performance155
- receptive 97–98, 103, 105–106, 140, 142, 159 ; See also Peabody Picture Vocabulary Test (PPVT) See also Expressive One-Word Picture Vocabulary Test - Revised (EOWPVT-R)
- size 189, 209
- spurt 195, 209
- voice onset time (VOT)
167, 170–172, 175–177, 179–183
- boundary 170, 176
- continuum 170, 175, 180
- voicing contrast 168, 181
- vowel system15
W
- whole word match236
- Wechsler Individual Achievement Test – 2nd Edition (WIAT-II)203
- word structure 231, 233, 235–236
- working memory 200, 277–278, 287, 297
