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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: Talking about writing: What we can learn from conversations between parents and their young children
Author: Sarah Robins
Institution: Washington University, St. Louis
Author: Rebecca Treiman
Institution: Washington University, St. Louis
Linguistic Field: Psycholinguistics; Text/Corpus Linguistics
Abstract: In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the words say, name, and word to refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young children themselves sometimes confuse writing and drawing in their speech.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 30, Issue 3.

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