In:Variation in Language Acquisition: Unity in diversity
Edited by Laura Rosseel and Eline Zenner
[Trends in Language Acquisition Research 34] 2025
► pp. 261–262
Index
Published online: 4 November 2025
https://doi.org/10.1075/tilar.34.index
https://doi.org/10.1075/tilar.34.index
A
- accommodation26, 34, 36, 39, 103
- adolescence2, 75, 82, 103, 109–110, 120–122
- adult1, 51, 67, 81, 137, 156, 197, 202, 223, 244
- anglicism research89–90, 102
- apparent time5
- attitudes3, 26–27, 37–39, 45–47, 49, 58, 108–111, 120–122, 143–144, 177, 200, 217
- Austro-Bavarian222–223, 227, 234, 237, 241, 257
- awareness2, 25–26, 31, 34, 39–40, 58, 149, 224
B
- bilingual45, 128, 177, 191
- borrowing90, 176–177, 190–191
C
- caregiver/child-directed speech2–3, 6, 67, 143, 149, 154–156, 170
- categorization45–47, 58
- children1, 5, 28, 45, 67, 75, 82, 88, 125, 128–131, 137–138, 143, 154
- classroom130, 177, 179, 192, 198–199, 214, 223, 235, 241, 256
- context sensitivity88, 96, 102
- conversation analysis165, 242
- corpus11, 48, 92, 102, 129–130, 160, 182
- correct143–144, 146, 148
D
- developmental sociolinguistics1, 8, 15, 102, 109, 111, 125, 149, 155–156
- diaglossia27
- dialect2, 27, 39, 109, 111, 113, 121–122, 158, 198, 223, 234–235, 241, 255
- dialect-standard27, 38, 199, 223, 234–237, 241–243, 254
- discourse analysis165
- discrimination26, 29–31, 34, 38–39, 110, 243
- Dutch (and varieties thereof)87, 90, 109–111, 121, 155–157, 158, 160, 170, 198, 200
E
- education50, 176–178, 198–199, 218, 257
- elicitation35
- English (and varieties thereof)68, 87, 96, 110, 145, 175, 190, 227, 233, 242
- evaluative adjectives87, 90, 95, 97
- exposure6, 40, 122, 137, 183, 192, 198, 223–228, 231, 236, 242, 256
F
- family home interactions158, 171
- feedback (parental)143, 146, 148, 154–157, 159, 170–172
- French46, 126–127, 137
- French Variable Liaison46–49, 52, 55–56, 58
G
- gender67, 144, 150
- gendered development67–68, 71, 77, 81–82, 148–149
- gendered socialization65, 68, 75, 82
- German (and varieties thereof)27, 39, 109, 111, 121, 223–224, 227, 233, 240–244
- grammatical error143, 146, 148
I
- ideology6, 149, 176–177, 216
- indexical links3, 26–27, 39, 45, 60, 137
- ingroup87–88, 93, 97, 104, 167, 171
- input3, 126, 130, 155, 222, 224
- interrogative127, 130, 137
- interviews31, 68, 88, 93, 201
L
- L2 learner/speaker5–6, 197, 223–224, 234, 242–243, 254
- language contact87, 175
- learning trajectory16, 198
- linguistic landscape175, 177
- loanword175, 177, 182, 186, 190–192
M
- Māori176, 190
- matched-guise32, 46, 53
- metalinguistic26, 39–40, 50
- morphosyntactic variation126, 137
- multi-methods designs7
- multimodality101
N
- narrative(s)65–67, 70, 81
- norms58, 65, 81, 154, 156, 170, 243
P
- peer group86, 126, 137
- perception40, 58, 149, 224
- preschool126, 129
- prestige11, 109, 114, 118, 121
Q
- Q method201–202, 218
- qualitative analysis101, 157, 170–171, 204
- quantitative analysis67, 96, 112, 116, 157, 170–171
- questionnaire112, 144–145, 227, 247
R
- real time5, 67–68, 82
- receptive proficiency235, 241–242, 247, 254
- repairables159, 162, 171
- repertoire5, 24, 34, 39, 76, 90, 126, 138, 172, 216, 235
- revitalisation176, 191
- role play35–36, 39
S
- schoolscape175, 178, 182, 190–191
- social meaning4, 60, 87, 155, 198
- socialization59, 65, 83, 136
- sociocognitive development6, 46, 60, 86, 120, 122
- socioeconomic status31, 47–48, 50, 54, 56, 59, 92, 145
- sociolinguistic competence4, 25, 38, 40, 155–156, 197, 225
- sociolinguistic development6, 16, 110, 149, 257
- solidarity11, 109, 114, 118, 121, 200
- speaker evaluation paradigm46, 51, 112
- standard3, 27, 49, 58, 109–110, 113, 121, 125, 143, 149, 155–156, 199, 201, 230, 234, 241, 243, 254
- stereotype32, 34, 122, 143
T
- teacher130, 170, 179–180, 192, 197, 201, 214, 218
- tussentaal198, 200, 204–205, 216
U
- unidimensionality hypothesis16, 109, 121
- usage-based2, 15, 58, 223, 236
V
- vernacular3, 86, 137, 143, 156, 199, 235
Y
- youth language87–88, 90, 102
