In:Multilingual Acquisition and Learning: An ecosystemic view to diversity
Edited by Elena Babatsouli
[Studies in Bilingualism 67] 2024
► pp. 639–645
Subject index
Published online: 30 May 2024
https://doi.org/10.1075/sibil.67.si
https://doi.org/10.1075/sibil.67.si
A
- Abbreviated Torrance Test for Adults40–41, 44–45
- academic experience65
- accent195–196, 206, 209
- accentedness198, 435–437, 439, 443–444
- accent-free405
- accent ratings436, 437, 439, 443
- accented speech172, 613, 619, 630, 632
- deaccenting542
- foreign accent437, 439, 614, 615, 621, 630
- multi-accent195, 197–200, 202, 206
- regional accents196
- acquisition1–28, 36, 61, 90, 194,
380, 426
- context of acquisition434, 457, 464
- ecosystemic parameters12
- scenarios of acquisition435, 443
- adult speech348–426
- affective filter/factors4, 95–96, 145, 284
- lexical representations95–96
- motivation95–96, 103, 104
- perceived competence95–96, 100–102, 104, 108
- self-esteem95–96
- typological similarity95–96
- age38, 44, 67, 145, 198, 247–250, 261, 283, 297, 300, 309, 312, 315, 382, 385, 410, 429, 432, 437, 443, 458, 487, 511, 515
- age of first exposure521–522
- Aizu, Yoriko556
- ambient influence220, 226, 236
- Andersson, Anders-Börje617, 620, 626, 630
- AND-languages561, 562
- Archibald, John10, 348, 428, 429
- Armstrong, Andrew60
- attrition6, 10, 68–69, 198–199, 200–201, 405
- Assessment tools/measures
- Alberta Development Language Questionnaire255
- Alternative Uses Test40–41
- Arabic Expressive Vocabulary Test255
- Arabic Picture Vocabulary Test255
- Bilingual Language Profile210, 410, 421
- Communicative Development Inventory (CDI)475, 482, 484–485, 488–492
- Diagnostic Evaluation of Articulation and Phonology (DEAP)226, 229
- Diagnostic Evaluation of Language Variation125
- Dynamic Evaluation of Motor Speech Skill296
- Évaluation sommaire de la phonologie chez les enfants d’âge préscolaire254
- Expressive One-word Picture Vocabulary Test255
- Glaspey Dynamic Assessment of Phonology296
- Index of Phonetic Complexity (IPC)481, 486
- Intelligibility in Context Scale (ICS)223, 224
- Inventory to assess language knowledge (ITALK)223, 224
- Measure of Cluster Proximity (MCP)188
- Overall Assessment of the Speaker’s Experience of Stuttering150
- Peabody Picture Vocabulary Test-III255
- percentage of consonants correct (PCC)219–220, 231
- Questionnaire for Parents of Bilingual Children: Infants and Toddlers Version483
- Speech Participation and Activity Assessment of Children (SPAA-C)223, 224
- Torrance Test of Creative Thinking40–41
- Total Conceptual Vocabulary (TCV)474, 483, 485, 489
- Total vocabulary (TV)474, 479, 483, 485, 489
- Vietnamese Speech Assessment (VSA)226, 229
- Wechsler Individual Achievement Test594–595, 612
- Wug test/task501, 503
- AutoPATT188
- awareness
- dyslexia awareness105, 106–107, 110
- cross-linguistic awareness438, 442
- meta-awareness433, 445
- metalinguistic awareness285, 432, 435, 502
- metaphonological awareness436, 438, 442, 443, 445
- morphological awareness502–506
- phonological awareness436, 591, 616, 620
- written word awareness590
B
- Babatsouli, Elena1, 8, 12, 14, 15, 188, 190, 212, 244, 398, 481, 494, 495, 580, 633
- Bahr, Ruth Huntley8, 11, 13–14, 26, 586
- Ball, Martin John143
- Bannert, Robert614, 617, 623
- Barrière, Isabelle7, 324, 328, 331
- Barlow, Jessica230, 231, 249, 264, 406–407
- Bátyi, Szilvia272
- Bedore, Lisa M.117, 118, 223, 382
- Bernhardt, Barbara May14, 95, 188, 240, 250, 255, 383
- Bérubé, Daniel246, 251, 255, 264
- Best, Catherine206, 247–248, 340, 615, 623
- Bialystok, Ellen500–504, 522
- bi-dialectal195, 197–200, 202, 206
- bilingual
- adults225–226, 236
- children222–241
- bilingualism143, 145, 197–201, 453, 295–296, 304–306, 309, 311–315, 317–318, 324, 502–504
- L1 attritersSee Attrition
- late-L2198, 200
- heritage language15, 60–83, 198–199, 207, 324–325, 389–390, 398, 405, 410
- sequential bilinguals67–72
- simultaneous bilinguals67–68
- use of two languages247, 248, 249, 251, 256, 260, 261 262, 263, 264
- bilingual phonological development246, 250, 251, 263, 264, 265
- Bioecological Systems Model12, 14, 29,
252–253, 252, 258, 261, 264, 267
- child internal250, 261, 263, 265
- chronosystem11
- exosystem11, 252, 253, 256, 257, 260, 261, 264, 266
- macrosystem11, 252, 253, 256, 257, 258, 261, 264, 266
- mesosystem11
- microsystem11, 252, 253, 256, 257, 260, 261, 263, 264
- Bóna, Judit272
- British South Asians198–199, 203
- Bronfenbrenner, Urie11, 29, 252, 253, 267
- Bunta, Ferenc7, 272
C
- case-marking328
- causality9
- child speech194–324
- child-directed speech200–204
- paternal203
- Chung-Fat-Yim, Ashley36
- clinical implications264
- clitics563
- cliticization576
- code-switching44–45, 51, 68, 91, 173, 468
- cognates410, 453, 455–457, 461–462, 465, 468, 469
- cognate facilitation455–456
- Cognitive Constructivism6–7, 300
- Colantoni, Laura10, 380, 384
- complementizer126, 532, 537–538, 541–542, 560, 571, 576
- Complexity Theory429, 430, 431
- complexity6, 9, 12,
76, 80, 93,
117, 126, 255,
280, 301, 311,
323, 391, 427,
429, 431, 433,
481, 491–493, 586, 591, 596–597
- complex sentences63–64
- comprehensibility437, 443
- comprehension63–65
- Computer-Assisted Data Analysis
- phonological179–183
- morphological183–186
- utterance-level186–188
- conditional541–542, 545–546, 547
- conjunction524, 534, 556
- comitative conjunction561
- NP conjunction561, 566
- VP conjunction561, 566
- connected speech219, 222, 302–303, 307, 311–312, 316–317, 320, 323, 337
- Conover, Laura586
- consonants219–220, 223
- consonant inventory230
- Contrastive Hierarchy Model349, 376, 428
- convergent thinking41, 49
- coordination561
- coordinand556, 557
- conjunctive coordination563, 566
- disjunctive coordination563, 566
- creativity
- definition39
- measurement40–41, 44–45
- Critical Period Hypothesis (CPH)3
- cross-linguistic
- influence (CLI)198, 200–201, 207, 380, 383, 396, 428, 438, 440, 444, 445, 501
- interaction250, 252, 264
- transfer219–220, 227, 230
- Crowe, Kate219
- cue38, 63, 73,
75, 76, 229,
295, 297, 299,
301–304, 308, 327–329, 353–355, 359, 396, 538
- cue re-weighting359, 361
- culture8, 13, 38,
43–44, 51–52, 92, 200, 203, 208, 274, 279, 283, 286, 459, 613, 633
- culturally and linguistically diverse (CLD)14, 16
- Cumulative-Enhancement Model (CEM)428
D
- Davis, Barbara L.7, 223, 384, 480, 592, 593
- Deacon, Hélène501, 502, 505, 524
- Deductive Feature Acquisition Hypothesis538–539
- derivation504, 507, 508, 509, 510
- De Saussure, Ferdinand1–2
- development390
- phonetic and grammatical389
- dialect12, 15, 116,
219, 223
- bidialectalism12, 14
- dialect-general overt form123, 127, 128, 130, 132
- dialect-specific overt form121, 123, 124, 126–128, 130, 132
- multidialectalism12
- Dialect vs. Disorder116, 118–124, 133
- diglossia197
- diagnosis219–220, 222, 238, 295, 306, 503
- age of diagnosis101
- Diagnostic Evaluation of Language Variation125
- Disorder within Dialects116, 117–124, 133
- within Diversity118
- within Variation118
- divergent thinking40–41, 43–44, 49
- Dodd, Barbara219, 226, 230, 232, 239
- dos Santos, Christophe7, 473
- dual immersion70–71, 77, 79
- Duncker, Karl36–39
- Dynamic Assessment13, 14, 288, 295–296, 300, 302–304, 306, 313–314, 316–319
- Dynamic Evaluation of Motor Speech Skill296
- Dynamic Model of Multilingualism429
- Dynamic Systems Theory2, 376, 429
- dyslexia90–99, 283, 504, 588
- dyslexia awareness105, 106–107, 110
- dyslexia in Italy93–95
- dyslexia in Germany93–95
- dyslexia and L2 development95
- impact of dyslexia diagnosis105–107
- timing of dyslexia diagnosis95–96
- Dziubalska-Kołaczyk, Katarzyna2, 426, 430
E
- ecology/ecological5, 52, 164, 247, 325, 326, 327, 330–336, 454, 467–469
- ecosystemic1–33
- bilingual assessment20, 247
- clinical assessment14
- parameters in language acquisition12
- education49–50
- elicitation probes118, 127, 128, 129
- enclisis563, 567, 568, 570
- ethnic/ethnicity15, 20, 195,
198–200, 203, 204, 205, 208, 272, 273–274, 331
- Croatian277
- German276
- Hungarians275
- Roma275
- Slovak276
- ethnographic16, 194, 272, 324, 500
- ethnolinguistic repertoire195, 198–200, 203–204
- Exemplar-Based Model428
- executive control43, 45
- expressive lexicon477, 480
- extralinguistic principles432, 434, 435
F
- Fabiano-Smith, Leah118, 219–221, 227, 230, 250–252, 264
- Feature Reassembly Hypothesis536
- Fernandez-Duque, Matias34
- finite markers116, 117, 123–127, 129, 130, 133, 134
- first language (L1)10, 61, 171, 188, 197, 248, 250, 276, 280, 356, 432, 442, 456, 460, 467, 479, 504, 511, 613, 624, 615, 630
- Flege, James198, 200, 246, 249, 251, 357, 404, 418, 428, 615, 631
- flexibility43, 46
- focus299–301, 317
- Full Transfer Hypothesis541
- functional fixedness37–38, 48
- functional categories125, 126
- Fürész-Mayernik, Melinda172
G
- Gender9, 68, 71,
75, 82, 197,
202, 203, 205,
208, 254, 315,
328, 380–398, 458, 476, 569, 626
- gender agreement morphology76
- general topics36–169
- Gildersleeve-Neumann, Christina230
- Glaspey, Amy296, 301–303, 306, 311, 314–317
- Glaspey Dynamic Assessment of Phonology296
- Goldstein, Brian219–220, 239–240
- granularity591, 605–607
- Groupe Coopératif en Orthophonie255
H
- Halliday, M. A. K.146
- Haspelmath, Martin557, 558, 559, 562, 579
- Haugen, Einar11
- Heritage language15, 60–83, 198–199, 207, 324–325, 389–390, 398, 405, 410
- Holm, Alison176, 188, 219, 230, 232, 234, 239, 264
- Hopf, Suzanne240, 241
I
- indexicality202–204
- inflection327, 504, 507, 509
- Ingram, David4, 240
- inter-generational transmission198–200
- island effects530–531
- imitation78, 111, 297,
299, 300, 305,
398
- imitation abilities298
- individual differences64–65, 83
- input
- cumulative input exposure63–67, 476, 480, 482, 484, 486, 493, 501, 506, 511, 521, 523–525
- current input exposure63–67
- input quantity67–68, 325, 334–335, 338–340
- input quality68–69
- insufficient input69
- exposure to two languages247, 248, 249, 251, 256, 260, 261 262, 263, 264
- insight41, 46
- intervention42, 93, 96, 297, 299–301, 303–304, 309, 312, 316, 318, 220–221, 264–265, 287, 297, 300, 539
K
- Kern, Sophie7, 473, 477
- Kehoe, Margaret196, 251, 261, 266, 295
- Kharkhurin, Anatoly43–45, 49, 51
- Kimura, Takayuki538–539, 550–551
- Kuhl, Patricia194, 201, 247–248, 383, 428
- Kupisch, Tanja5, 90, 199, 213, 214
L
- L1 attrition68
- L2 Status Factor Model428
- L3 phonology436, 443
- Labov, William9
- language
- alphabetic586
- alphasyllabary586, 605, 608
- activation43
- aptitude65
- dominance338
- immersion49
- majority457, 458, 464
- minority/minoritized70, 247, 260, 261, 262, 265, 266, 500, 504, 505
- mixing49–50
- non-alphabetic608
- proficiency44–45, 47, 51
- samples118, 124, 130, 131–134
- switching45
- Language Acquisition Device (LAD)3
- language contact198–200, 203
- language dominance476, 480, 483, 488
- language universal3, 10, 13,
154–155, 356, 376, 434, 443, 533, 543, 556–557, 560, 563
- descriptive universal560, 563
- typological universal563, 564
- laterals195, 200–201, 203, 204, 205, 207
- Law, James218, 295, 313, 315
- letters (alphabet)156–157, 591, 600, 617, 618, 624
- lexical43, 62, 95,
173, 183, 194,
197, 202, 296,
353, 360, 381,
386, 388, 391,
397, 474–483, 501–503, 587
- frequency453, 459–460, 464–465, 467
- selectivity474, 480–483, 491–492
- lexical access452–453, 460–461, 465
- picture-naming455
- storytelling456–457, 467, 469
- lexicon and grammar452–556
- lexicon size480–481, 483, 488–489, 491–492
- Lexical Quality Hypothesis95
- Liceras, Juana M.10, 556
- linguistic
- linguistic literacy73
- linguistic preferences433, 434
- linguistic scoring586, 595
- Linguistic Proximity Model (LPM)428
- literacy60–66
- Literacy Enhancement Hypothesis60–83
- Llamazares, Marco556
- longitudinal14, 176, 266, 478, 586
M
- MacLeod, A.N. Andrea219–220, 246, 247, 253, 255, 286, 287, 307, 404
- Marian, Viorica37, 43, 49
- Matrat, Mélodie295
- markedness351, 363
- Margetson, Kate219, 223, 227, 234, 237, 240
- mathematics47
- McLeod, Sharynne15, 37, 95, 176, 209, 218–224, 229, 239–240, 251, 262, 285
- Measure of Cluster Proximity (MCP)188
- Medina, Angela4, 143, 164
- Melloni, Chiara5, 500
- mental imagery48
- Meziane, Rabia Sabah13, 219–220, 246, 247, 253
- Minimalist Program531, 536
- migrant background/migration67, 70, 77, 199, 272, 408, 501, 525
- mixed determiners394
- Miyamoto, Yoichi10, 529
- monolingual196–197, 295–296, 306, 309, 312, 315, 317–318
- Montrul, Silvina60, 382, 421
- morphosyntax70
- receptive skills325, 332–335
- comprehension325, 332–335
- Müller, Nicole143
- multiculturalism43, 51–52, 199–200
- Multi-Dimensional Interactive Representations Model248
- Multilingualism4, 9, 12,
14, 15, 36–52, 169, 199, 272, 280, 285, 324, 326, 330–331, 426, 429
- multilingualism factor429
- Munn, Alan565, 566, 580
N
- Nakamura, Chie529
- Native Language Magnet Model (NLM)248, 428
- Natural Growth Theory of Acquisition426, 430, 432
- Natural Phonology430
- narratives388–89
- Navracsics, Judit272
- negation125, 126
- Nicoladis, Elena382, 398, 452, 500, 502
- nominal bias477–480, 491
- nonword(s)127, 504, 506, 512, 513, 524, 525
- noun enclisis571, 572, 573, 574
- noun proclisics571, 572, 573, 574
- null and overt subjects72
O
- Oetting, Janna116, 219
- Ontogeny Phylogeny Model2
- operator
- defective operator533
- operator-variable chains548–550
- oral
- oral acceptability judgements570
- oral protocols438, 442
- oral production616, 622, 623, 631
- Orthographic Depth Hypothesis91, 619, 632
- orthography586–613, 587, 615, 619, 629, 632
- graphotactic591
- opaque605
- phonotactics585–590
- orthotactics585–590
- morphotactics585–590
- transparent587, 590, 591, 605, 607
- Otaki, Koichi529
- Overall Assessment of the Speaker’s Experience of Stuttering150
P
- Parapatics, Andrea272
- Pascoe, Michelle219, 220, 239
- passive sentences64–65, 74–77
- passives62–63, 65, 75–82
- passivization75–76
- peers79, 92, 96–98, 108, 111, 119, 159, 195, 196, 204, 208–209, 218, 249, 280, 301, 474, 505
- Peña, Elizabeth D.44, 51, 127, 223–224, 295, 301, 313, 383, 516
- Pérez-Leroux, Ana T.380, 381
- Perceptual Assimilation Model (PAM)247, 428, 630
- Pert, Sean219, 239
- Phạm, Ben226, 229
- Phon172–177, 255
- PhonBank170–171, 189
- phonetic325, 329, 336,
426, 436
- acoustic analyses329, 337–338
- articulatory systems329
- complexity481–482, 486–487, 491–493
- skills325, 337
- Phonex177–181, 184–188
- phonology426, 436, 613,
619, 621, 624,
632
- expressive skills325, 337
- speech perception abilities329, 336
- phonological
- development/skills296, 312, 319
- disorder(s)298, 302, 316–317
- processes220, 233–234
- salience384
- pluralization506, 513, 518
- POMAS595–597, 600
- POMplexity596–600, 604
- Post, Brechtje194
- preschoolers326, 327, 330–331, 336–337
- probe-goal (relation)533–534
- problem-solving
- definition39–40
- measurement41, 46
- Processing Rich Information from Interactive Representations Model248
- proclisis563, 567, 568, 570
- prosody556, 561, 563
- processing62–65, 73–82
- proficiency224–226, 458, 464, 468
- pronunciation614, 616, 617, 619, 623, 630, 632
R
- relative clauses62–66
- remotes Associates Test41
- regularisation205
- restructuring370–375
- rhotics352
- Rose, Yvan169, 254
- Rvachew, Susan296, 298–301, 307, 318–319
S
- Saito, Mamoru532–535, 548–550
- second language (L2)3, 36, 70, 91, 95, 153, 171, 246, 277, 286, 377, 426, 454, 463, 504, 511, 589, 613, 614, 631
- Second Language Phonetic Learning Model250
- sociolinguistics5
- Stassen, Leon557, 559, 561, 580
- Scalpel Model428
- scoring
- linguistic scoring586, 595
- modified scoring118, 132, 133
- POMplexity596–600, 604
- strategic scoring116, 117, 118, 125–134
- unmodified scoring118, 132, 133
- sentence recall118, 125, 126
- sentence repetition task78–79
- Shafer, Valerie324
- Silliman Elaine R.586
- Sim, Jasper Hong194
- single word tests218, 220
- size judgment127
- Skinner, B. F.6
- sociolinguistic context247, 250, 251, 252, 253, 256, 258, 262, 265, 266
- Sotiropoulos, Dimitris A.188, 190
- Spanish gender381–383
- acquisition382–383
- bilingual acquisition382
- Specific Learning Disorders93
- Speech models of second language (L2) learning247, 428
- Complexity Theory429, 430, 431
- Dynamic Systems Theory429
- Multi-Dimensional Interactive Representations248
- Native Language Magnet Model248
- Perceptual Assimilation Model247, 630
- Processing Rich Information from Interactive Representations Model248
- Speech Learning Model249, 630
- Second Language Phonetic Learning Model250
- Speech models of third language (L3) learning247, 428
- Contrastive Hierarchy Model428
- Cumulative-Enhancement Model (CEM)428
- Dynamic Model of Multilingualism429
- Exemplar-Based Model428
- L2 Status Factor Model428
- Linguistic Proximity Model (LPM)428
- Natural Growth Theory of Acquisition426, 430, 432
- Typological Primacy Model (TPM)428
- Scalpel Model428
- Speech Learning Model (SLM)249, 428
- SLM-r428
- speech production455
- speech sound195, 200, 222, 247, 263, 295–297, 299, 303, 305, 310, 312, 316–318
- speech sound disorder(s) (SSD)217–219, 238–239, 296–299, 302, 305–307, 309–310, 312–313, 315
- speech perception218, 248, 297–298, 319, 329, 336, 359
- spelling586–587
- misspellings/errors588, 590, 593, 595, 614, 620, 626, 627, 630
- spelling ability588–589, 593, 597–601
- stimulability295–304, 310–311, 314, 316–319
- Stemberger, Joseph P.240, 251, 255, 383
- stops/plosives201, 202, 203, 206–207
- stuttering143, 144–145
- subject-verb agreement
- African American English325, 326, 327, 330
- Chicano English330
- General American English325, 326, 327–328, 330
- inflectional marking327
- Mexican Spanish325, 327–328, 330
- number marking328
- person marking328
- Russian327–328
- suffixing328
- third-person singular328
- subordinate complementizer560
- affirmative subordination566
- interrogative subordination566
- Suner, Michele403
- system(s)5–6, 9,
11, 27
- chronosystem11
- exosystem11
- macrosystem11
- mesosystem11
- microsystem11
- Swedish
- consonants618, 624, 631
- vowels617, 623
- Swedish for Immigrants (SFI)614, 621, 632
- Systemic Functional Linguistics7, 144, 146–149, 151
- interpersonal meaning151
- experiential metafunction152
T
- tense and agreement117, 125
- text exposure62, 73
- Theory of Mind4
- third language (L3)348, 358, 371, 376, 427, 439
- Triple Word Form Theory586, 595
- Tower of London41–42, 46
- transfer2, 5–6, 10, 20, 108,
115, 156, 172,
191, 198, 202,
251, 264, 327,
330, 335, 340,
349, 405, 219,
229–230, 607, 613, 615, 620, 624, 630, 632
- cross-dialectal235–236, 239
- phonological428, 442, 613, 615, 630
- translanguaging49–50
- Typological Primacy Model (TPM)428
- typological distance/proximity441, 504, 510, 523–525
U
- Umeda, Mari536–537, 551–552
- Universal Grammar3, 376, 536
V
- van der Feest, Suzanne324
- variation64, 66, 83,
91, 118, 125,
132, 144–146, 175–176, 185, 198–199, 202–204
- acquisition of variation207–208
- inter-speaker204
- intra-speaker202
- regularization204
- structured/socially conditioned202
- variationist sociolinguistics197
- Venagli, Ilaria90
- Vender, Maria`5, 500
- verb
- enclisis571, 572, 573, 574
- conjugation class507, 508
- proclisis571, 572, 573, 574
- Verdon, Sarah218, 220, 239, 240
- vocabulary13, 45, 65–66, 79–80, 95, 224–226, 255, 257, 263, 309, 312, 315–316, 318, 382, 309–312, 324, 381, 390, 395, 397, 474, 485, 501, 505, 506, 587, 615
- voice onset time (VOT)201, 207, 436, 438, 440, 441, 443
- vowels201, 202, 203,
206, 208
- acquisition383
- American English329, 338–339
- bilingual acquisition383
- central326, 327, 338
- centralization383, 388
- inventories327, 329
- lax327, 338–339
- overlap385
- realization, Spanish383, 386–7
- realization, English383
- Russian329, 338–340
- Spanish329, 338–340
- tense327
- Vygotsky, Lev7
W
- Weaker Links Hypothesis453–455, 462–463, 466–467, 469
- Wechsler Individual Achievement Test594–595, 612
- Weinreich, Uriel9
- wh-
- wh-indeterminate532–534, 551
- wh-movement530–531, 535, 539
- wh-question541–542, 544–545
- WITH-languages561, 562
- word class477, 483, 486, 489–490, 493
- word learning process
- fast mapping592
- retention592
- refinement of lexical network592
- word order556, 557, 561,
562, 563, 567,
574, 579
- VO556, 563, 564, 574
- OV556, 563, 564, 574
- Wrembel, Magdalena2, 426
- written production613, 622, 625, 626, 630, 631
- Wug test/task501, 503
Y
- Yavaş, Mehmet220, 239, 240, 403, 482, 493
- Yusa, Noriaki529
Z
- zero forms123–128, 130, 132
- Zetterholm, Elisabeth7, 613
- Zone of Proximal Development (ZPD)7
- Zwicky, Arnold563, 580
