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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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TOC Description

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Journal Title: Applied Psycholinguistics
Volume/Issue:   39 / 1
Date: 2018
Table of Contents: Different phonological mechanisms facilitate vocabulary learning at early and late stages of language acquisition: Evidence from Polish 9-year-olds learning English
by Marta Marecka, Jakub Szewczyk, Anna Jelec, Donata Janiszewska, Karolina Rataj, Katarzyna Dziubalska-Kołaczyk
pp 1-35

Implicit knowledge of lexical stress rules: Evidence from the combined use of subjective and objective awareness measures
by Ricky Chan, Janny Leung
pp 37-66

Hypoarticulation in infant-directed speech
by Kjellrun Englund
pp 67-87

Article choice, theory of mind, and memory in children with high-functioning autism and children with specific language impairment
by Jeannette Schaeffer, Merel Witteloostuijn, Ava Creemers
pp 89-115

The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan
by Chung-Hui Hsuan, Henry Tsai, Rhona Stainthorp
pp 117-143

Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English
by Janet McDonald, Christy Seidel, Rebecca Hammarlund, Janna Oetting
pp 145-167

Does consonant–vowel skeletal structure play a role early in lexical processing? Evidence from masked priming
by Manuel Perea, Ana Marcet, Joana Acha
pp 169-186

Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research
by Mari Sakai, Colleen Moorman
pp 187-224

The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study
by Tessa Spätgens, Rob Schoonen
pp 225-256

Different phonological mechanisms facilitate vocabulary learning at early and late stages of language acquisition: Evidence from Polish 9-year-olds learning English—CORRIGENDUM
by Marta Marecka, Jakub Szewczyk, Anna Jelec, Donata Janiszewska, Karolina Rataj, Katarzyna Dziubalska-Kołaczyk
pp 257-257

APS volume 39 issue 1 Cover and Front matter
by pp f1-f2

APS volume 39 issue 1 Cover and Back matter
by pp b1-b3

Publisher: Cambridge University Press
 
LL Issue: 29.467