LINGUIST List 22.2926 Mon Jul 18 2011 Review: Applied Linguistics; Language Acquisition: Siegel (2010) Editor for this issue: Joseph Salmons <jsalmonslinguistlist.org> This LINGUIST List issue is a review of a book published by one of our supporting publishers, commissioned by our book review editorial staff. We welcome discussion of this book review on the list, and particularly invite the author(s) or editor(s) of this book to join in. If you are interested in reviewing a book for LINGUIST, look for the most recent posting with the subject "Reviews: AVAILABLE FOR REVIEW", and follow the instructions at the top of the message. You can also contact the book review staff directly. Directory         1.     Kathryn Ringer-Hilfinger , Second Dialect Acquisition Message 1: Second Dialect Acquisition Date: 18-Jul-2011 From: Kathryn Ringer-Hilfinger <kr447221albany.edu> Subject: Second Dialect Acquisition E-mail this message to a friend Discuss this message Announced at http://linguistlist.org/issues/21/21-4597.html AUTHOR: Jeff Siegel TITLE: Second Dialect Acquisition PUBLISHER: Cambridge University Press YEAR: 2010 Kathryn Ringer-Hilfinger, Spanish Linguistics Program, University at Albany (SUNY) SUMMARY This is the first book devoted exclusively to the field of second dialect acquisition (SDA). The author covers a range of topics aimed at a wider audience, gathering literature from various disciplines in order to present a clear picture of the work done on SDA up to this point and to motivate further research. The book is divided into nine chapters. Basic information and clear definitions are offered in the introductory chapter, making the text accessible to both linguists and non-linguists. The remaining eight chapters can be divided into two parts. Chapters 2 to 6 present research related to dialect acquisition within naturalistic contexts including factors affecting use of second dialect (D2) features and methodological concerns. Chapters 7 to 9 are concerned with SDA in classroom contexts and research results stemming from various educational approaches. A list of figures, tables and abbreviations is offered at the beginning. Notes, references and index are at the end of the book. Siegel's introductory chapter first explores the use of the word 'dialect'. The author chooses to use a sociolinguistic definition: ''varieties of the same language differing in vocabulary, pronunciation and grammar and that are associated with particular geographic regions or social groups'' (2). The position taken is that the speakers of such varieties are ultimately responsible for determining mutual intelligibility. Next, learning a dialect is contrasted with learning a language. SDA is introduced as a subfield of second language acquisition (SLA), the difference being that SDA occurs when a second dialect (D2) of the same language is being acquired. The next major section contextualizes SDA with reference to three main dialect types, two contexts of learning and dialect differences (vocabulary, grammar, pragmatics, pronunciation). Clear definitions and examples are provided of each. Chapter 2, ''Attainment in naturalistic SDA'', outlines various methodological concerns in a SDA approach and summarizes results from eight studies on English dialects and nine studies on dialects of languages other than English. The criteria for inclusion of these studies were that they be ''written in English'', offer ''data on the frequency of use of D2 features'', ''focus on acquisition of D2 features'' (not loss of D1 features) and ''distinguish between D1 and D2 variants'' (23).Thirteen of the seventeen studies reveal an increase in frequency of use of a D2 feature, nine of which show movement toward native-like patterns of use. Siegel estimates native-like acquisition by 13 of the subjects. The chapter also offers examples of three studies focusing on dialect shift or loss. The last section discusses problems concerning data quantification and analysis within a naturalistic context. Chapter 3, ''Acquiring a second dialect'', considers linguistic and social phenomena involved in the study of SDA. Of main focus is the idea of ''double foreignness'' (56). Speaker membership to a specific speech community is presented as occurring within two possible scenarios. The first is the perception of 'foreignness' or being perceived by D2 speakers as non-native within the D2 community. The second scenario is the perception of 'foreignness' that can occur when D2 acquirers return to their D1 community and are still viewed as foreign due to their use of D2 and interdialect features. Imitation is another possible use of the D2 although does not implicate acquisition or linguistic proficiency (i.e. dialect imitations by actors in theatre performances). Distinctions are made between relevant terminologies: accommodation vs. acquisition and replacive vs. additive SDA. A synthesis of psycholinguistic studies in bilingualism (Woutersen et al. 1994, Levelt 1989, De Bot! 1992) lead the author to the conclusion that the D1 and D2 appear to be stored in different areas of the brain and are therefore processed differently, just as with L1 and L2 (3.4.4). Chapter 4, ''Differential attainment: Age effects and linguistic factors'', elucidates the causes and sources of variation in the degree of attainment of D2 features. Siegel begins the chapter by questioning, ''why some subjects attain native-like usage of D2 variants while others do not [...]'' and also ''why some D2 features are acquired more readily than others'' (84). The individual factor given special attention in this chapter is age of acquisition (AoA). A table (4.1) places the studies presented in chapter 2 in order of overall degree of attainment showing that the youngest acquirers are most likely to acquire native-like usage. Siegel reviews findings with regard to the significance of AoA in SDA and the main arguments supporting the theory that native-like usage of phonological features is very difficult after 7 years of age while for morphological features it can occur up to 16 or 17 years of age. The linguistic factor of focus is rule complexity. Further consideration! of studies by Wells (1972), Payne (1976) and Chambers (1992) leads the author to surmise that AoA has a differential effect on the acquisition of variants that involve simple rules versus complex rules. Lastly, attention is given to how various critical-age hypotheses traditionally debated in the field of SLA may be viewed in terms of SDA. Chapter 5, ''Additional individual and linguistic factors'', further explores factors that account for differences in the degree of attainment in SDA. The first section deals with additional individual factors beyond AoA including length of residence, social identity, gender, degree of social interaction with D2 speakers, motivation and attitudes, and occupation. As in previous chapters, numerous examples are given from SDA research including those presented in Chapter 2. The second section identifies other linguistic influences beyond linguistic level and complexity of rules. These relate to the effects of salience, predictability, comprehensibility, orthographically distinct variants and word class. Siegel concludes that linguistic level and rule complexity continue to be the most significant factors. While other factors such as degree of salience are necessary for acquisition, they may not have a significant effect in the presence of stronger competing constraints. In chapter 6, ''The difficulty of SDA'', Siegel avoids debating which is more difficult, SDA or SLA. Instead he highlights differences among learner populations and research methodologies as well as difficulties of SDA that are not shared by SLA. Firstly, the two differ in their starting points. Siegel states ''L2 learners typically have no linguistic knowledge of the L2 when they begin SLA. But D2 learners [...] have to learn relatively few aspects of the D2 that differ from the D1'' (136). Also, in SLA very few studies provide performance data on the acquisition of particular L2 features within a naturalistic context. Another key difference for Siegel is motivation. In SDA the motivation is to be seen as a local or to acquire a dialect used in formal job or education situations. In SLA the motivation is usually to carry out ''intelligible communication'' (138). Next, Siegel summarizes some of the factors researchers attribute to the difficulties of SDA such as the small distance between the D1 and the D2, more false cognates between dialects and various sociopsychological factors. Lastly the relevance of contact-induced language change to new dialect formation and language change is emphasized and the need for further research on contact-induced language change is encouraged. Chapter 7, ''SDA in classroom contexts'', turns the reader's attention to issues of SDA in educational contexts. The position taken throughout this chapter and the text is that D1 learners are speakers of unstandarized varieties who seek to learn the standardized D2. The first section offers a survey of the current educational situations for speakers of regional dialects, colloquial varieties in diglossic settings, ethnic dialects, indigenized varieties and creoles. The picture presented is that most D2 learners are at a disadvantage. The next section acquaints the reader with how SDA research is conducted in the classroom context. Siegel was only able to find four studies in this area. The last section describes arguments that have been made against the need for special programs for SDA which the author blames for the ''current educational practice of keeping them [unstandardized varieties] out of the curriculum [...]'' (187). Chapter 8, ''Educational approaches for SDA'', covers educational approaches and programs designed to assist acquisition both inside and outside the classroom. Dialect teaching is divided into two types: dialect coaching and classroom teaching. Dialect coaching and accent modification are two approaches typically designed for adult learners seeking to acquire a D2 for professional purposes (actors, business people). Results show gains in performance and imitation ability but not in acquisition (ability to maintain use of D2 on daily basis). With respect to dialect teaching in the classroom, both historical context and current approaches to SDA educational approaches are described alongside results from studies measuring their effects in the classroom. Despite early attempts in the 1960s and 1970s backed by sociolinguistic research there was a general tendency to revert back to traditional methods of the standard dialect only classroom (199). In contrast, current approaches (Instrumental, Accommodation, Awareness) recognize local D1 varieties in the classroom and their overall success invalidates many of the claims put forth in chapter 7 (i.e. ghettoization, waste of time) that incorporation of the D1 into the classroom is detrimental. Chapter 9, ''Explaining the results and taking further steps'', addresses reasons for failures and successes of the educational approaches presented in Chapter 8. Unsuccessful outcomes of dialect coaching are attributed to the AoA as discussed in Chapter 4 given that learners in dialect coaching and accent modification classes are adults. Positive results in classroom contexts resulting from newer approaches discussed in Chapter 8 are attributed to several factors that overthrow the arguments against SDA programs (section 7.4). To conclude, the author shares what he envisions for the field of SDA. The awareness approach receives the most attention from the author -- he criticizes its shortcomings but also sees in it the most potential for success. He supports the ''critical awareness approach'' which directly confronts issues of language ideology and power (229). His arguments are based on the ''students' right to their own dialect and culture, while at the same time promoting the acquisition of the second dialect needed for academic work'' (234). The few existing studies showing effectiveness of the critical awareness approach are described and intended to inspire future research in this area. EVALUATION One of the first tasks of this book is to make a necessary comparison between SLA and SDA. The reader should note that many of the aspects of SDA that the author considers to be especially difficult when compared to SLA may only be valid when SLA research is viewed from a strictly traditional viewpoint (as taking place within a formal classroom context). Siegel mentions SLA interest in SDA but does not discuss the more recent and productive body of naturalistic studies emerging out of a branch of SLA called variationist sociolinguistics. Highly interested in performance phenomena, much of this research shows that study abroad learners living in the L2/D2 community acquire the ability to vary their speech in native-like ways (Bayley 2005, Regan 1996, Geeslin & Gudmestad 2008). This body of research also reveals that AoA is a less crucial factor in an adult learner's ability to attain characteristics of a particular variety than other factors such as personal motivation, degree of identification and involvement with native speakers (Regan, Howard, Lemée 2009, Piller 2002). We must consider the integrative motivations of advanced L2 learners who live for extended periods in the target language community. L2 learners are taught a standard dialect and a formal register in school that are different from those they encounter in their daily lives while abroad. This involves acquiring speech patterns that may differ significantly from those they are familiar with. For the body of studies summarized in Chapter 2 it is important to keep in mind that an average percentage of frequency of use of D2 variants was ''extrapolated or calculated'' by the author since frequency of use was not always quantified in the original study (23). Furthermore it is difficult to compare studies and form generalizations given the inconsistency of methodologies employed among the studies and they do not all take the same linguistic and social factors into account such as age of acquisition and rule complexity (Chapter 4). Siegel attempts to establish SDA as a legitimate field of study that merits the formation of a clear set of descriptive benchmarks necessary to carrying out statistically relevant research. It should be noted that the body of SDA studies included is not all-inclusive. Siegel lists his criteria for inclusion (2.1). For example, the author recognizes that in the case of dialect shift, D2 features were acquired but these studies were not included given that the target D2 was not clearly distinguishable (2.5). The studies receiving more attention in this text are those in which SDA leads to bidialectalism (additive SDA) as opposed to SDA that leads to dialect change with respect to dialect shift or loss (replacive SA). The clear focus on cases of D2 acquisition corresponds with the author's support of psycholinguistic models of bidialectalism that show how two dialects may be represented and stored separately in the brain (3.4.4). Despite the preference for studies that clearly differentiate between the D1 and the D2, the author acknowledges that modification of the D1 by the D2 is likely (3.3). Siegel asserts that further steps must be taken to promote SDA in classroom contexts. He argues for bringing the awareness approach to a new level, which "as it currently stands," states Siegel, "does not necessarily aim for change, or challenge existing ideologies. However it does have the potential to do so if it adopts a more critical orientation'' (229). The dialect awareness programs cited by the author are directed to teachers and students, yet a significant body of research and program development has evolved with regard to dialect awareness programs for the public (Wolfram 2000, 2008). The text does not give attention to the need to raise sensitivity and conscious awareness of linguistic diversity outside the education sector. Overall, Siegel provides us with a broad understanding of this newly emerging field. I would highly recommend this text as a valuable tool for both experienced researchers and non-linguists or students interested in knowing what is involved in acquiring a different dialect of the same language, whether in a naturalistic or classroom context. It can also be used as an introductory reading for the field of SDA to assist understanding of more complex readings in the field to which the author makes many references, providing the reader with extensive bibliographic information. REFERENCES Bayley, Robert. 2005. Second Language Acquisition and Sociolinguistic Variation. Intercultural Communication Studies XIV (2).1-13. Geeslin, Kimberly and Aarnes Gudmestad. 2008. The Acquisition of Variation in Second-Language Spanish: An Agenda for Integrating Studies of the L2 Sound System, unpublished paper presented at the Conference on the Acquisition of Spanish and Portuguese as a Second Language'', Minneapolis, MN. Piller, Ingrid. 2002. Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics (6)2.179-206. Regan, Vera. 1996. Variation in French interlanguage: A longitudinal study of sociolinguistic competence. In Robert Bayley and Dennis Preston (eds.), Second Language Acquisition and Linguistic Variation, 177-201. Amsterdam/Philadelphia: Benjamins. Regan, Vera, Martin Howard and Isabel Lemée. 2009. The acquisition of sociolinguistic competence in a study abroad context. Buffalo: Multilingual Matters. Wolfram, Walt. 2000. Linguistic diversity and the Public Interest. American Speech. 75(3).278-280. Wolfram, Walt. 2008. Operationalizing linguistic gratuity: From principle to practice. Language and Linguistic Compass 2(6).1109-1134. ABOUT THE REVIEWER Kathryn Ringer-Hilfinger is a PhD student in Spanish Linguistics at the University at Albany (SUNY). She is currently conducting research on the acquisition of sociolinguistic variation by advanced second language learners of Spanish in an immersion context. Read more issues|LINGUIST home page|Top of issue Page Updated: 18-Jul-2011       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.