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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

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Academic Paper

Title: English-learning one- to two-year-olds do not show a consonant bias in word learning
Author: Caroline Floccia
Institution: University of Plymouth
Author: Thierry Nazzi
Institution: Centre National de la Recherche Scientifique
Author: Claire Delle Luche
Institution: University of Plymouth
Author: Silvana Poltrock
Institution: Université Paris V - Descartes
Author: Jeremy Goslin
Institution: University of Plymouth
Linguistic Field: Language Acquisition; Phonology
Subject Language: English
Abstract: Following the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña & Mehler, ), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to 2;0 in English. As different tasks were used in French and English, we sought to clarify this ambiguity by using an interactive word-learning study similar to that used in French, with British-English-learning toddlers aged 1;4 and 1;11. Children were taught two CVC labels differing on either a consonant or vowel and tested on their pairing of a third object named with one of the previously taught labels, or part of them. In concert with previous research on British-English toddlers, our results provided no evidence of a general consonant bias. The language-specific mechanisms explaining the differential status for consonants and vowels in lexical development are discussed.


This article appears IN Journal of Child Language Vol. 41, Issue 5.

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