Heritage Languages : A Language Contact Approach.

Intro -- Heritage Languages -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Heritage speakers and heritage languages -- 1.1 Introduction -- 1.2 Characterizing heritage speakers -- 1.2.1 Unofficial language -- 1.2.2 Language dominance shift -- 1.2.3 Divergent grammars and other possible effects of the dominance shift -- 1.2.4 Personal and cultural ties to the language -- 1.2.5 Age of onset and acquisition in a naturalistic setting -- 1.2.6 Are HLs community languages? -- 1.2.7 Summary -- 1.3 The contact scenario approach to HLs -- 1.3.1 Typical contact scenarios -- 1.3.2 An example: Turkish as a HL in Northwestern Europe -- 1.3.3 Evaluating the scenario approach -- 1.4 Overview of the book -- History of the field of heritage language studies -- 2.1 Introduction -- 2.2 The perspective of the diaspora languages -- 2.2.1 Dutch from a diaspora perspective -- 2.2.2 Other diaspora varieties -- 2.2.3 Diaspora studies in a broader perspective -- 2.3 The perspective of the country of immigration -- 2.3.1 The United States -- 2.3.2 Early studies on ethnolects and Canadian HL research -- 2.3.3 Case studies of HL languages in the United States -- American Portuguese -- American Finnish -- American Greek -- 2.3.4 HLs in Australia -- 2.3.5 The European context -- 2.3.6 Summary -- 2.4 Summary and introduction of the speakers' perspective -- Social aspects of heritage languages -- 3.1 Introduction -- 3.2 The scenario approach: Attending to social and linguistic factors -- 3.3 Maintenance -- 3.3.1 Indigenous minorities -- 3.3.2 Immigration -- 3.3.3 Social factors that affect maintenance -- Case study: Turkish in the Netherlands -- The primacy of everyday interaction -- 3.3.4 Investigating language choice -- Interlocutor effects -- Generations -- Family language use -- Networks -- Communities of practice.

3.3.5 Ways of influencing language choice -- 3.4 Shift -- 3.4.1 Shift and acculturation -- 3.4.2 When shift reaches its endpoint -- 3.4.3 Power versus solidarity -- 3.4.4 Language shift and ethnolects -- 3.5 When language choice is not clear-cut -- 3.6 Summary -- Bilingual language use -- 4.1 Introduction -- 4.2 Codeswitching and borrowing -- 4.2.1 Early stages: Just foreign content words -- 4.2.2 Intermediate stages: Diversified codeswitching patterns -- Continued use of inserted content words -- Insertion of chunks -- Foreign discourse markers -- Alternation -- 4.2.3 Shift stage: Development towards HL status in the narrow sense -- Connection between codeswitching patterns and language maintenance or shift -- The HL after the shift -- 4.3 Language change -- 4.4 Codeswitching in its social context -- 4.4.1 Does codeswitching represent a third language? -- 4.4.2 Languaging -- 4.5 Summary -- Methods for collecting heritage language data -- 5.1 Introduction -- 5.2 Criteria for evaluating a particular method: Validity -- 5.3 Overview of methods used -- 5.3.1 Spoken data -- Participant selection -- Research design and procedure -- Data handling: Storage, transcription and annotation -- 5.3.2 Written documents -- 'Ethnic' newspapers and other written documents -- Chat sites and social media -- Observations, e.g. of linguistic landscapes -- 5.3.3 Survey data and questionnaires -- 5.3.4 Experimental data -- 5.3.5 Judgment tasks -- 5.4 Summary and conclusion: Which method to choose? -- What am I going to study? -- Who am I going to study? -- How much data do I need? -- Studying variability in heritage language speaker populations and the base line -- 6.1 Introduction -- 6.2 Establishing the baseline and the problem of monolingual bias -- 6.2.1 Standard language grammar -- 6.2.2 Exchange students and other recently arrived native speakers.

6.2.3 Transnational research design -- 6.2.4 Vary subject populations -- 6.2.5 Cross-generational family studies -- 6.2.6 Multiple baselines -- 6.2.7 Bilingual baselines -- 6.2.8 Summary -- 6.3 Factors in individual variation in the acquisition perspective: Timing, quality and quantity of the input -- Age of onset of bilingualism -- Time spent in the heritage country during childhood -- Mono- versus multilingual households -- Parental native language -- Parental language strategy and modes of speech -- Parental language use/language mode patterns outside the family -- Caretaker background -- Sibling birth order -- 6.4 Speaker characteristics, language use and language output -- Language use patterns -- Domains of use -- Language aptitude -- 6.5 Social embedding in the multilingual speech community and the larger society -- Schooling and literacy -- Language prestige and language ideology -- Settlement patterns and immigrant networks -- Superdiversity -- Additive versus subtractive bilingualism -- Social class, gender, age, geographic background, register -- 6.6 Identity work, style shift, variation, and change -- 6.7 Measuring proficiency and assessing linguistic profiles -- 6.7.1 Cloze test -- 6.7.2 Fluency measures -- 6.7.3 Lexical proficiency tasks -- 6.7.4 Sociolinguistic background questionnaires -- 6.8 Conclusion -- Heritage language phenomena and what triggers them -- 7.1 Introduction -- 7.2 Phenomena studied -- 7.2.1 Phonology -- 7.2.2 Lexicon -- Loan translation -- Loan extension -- 7.2.3 Morphology -- 7.2.4 Syntax -- 7.3 Language internal factors: Changes in the input for new generations of speakers -- 7.3.1 Order of acquisition -- 7.3.2 Frequency -- 7.3.3 Optionality -- 7.3.4 Restricted use -- 7.4 Cross-linguistic influence: External factors -- 7.4.1 Filter of grammatical categories via the dominant language.

7.4.2 Convergence through a shift in distribution -- 7.4.3 Loan translations and semantic extensions -- 7.4.4 Contact induced grammaticalization or additive borrowing -- 7.5 Comparing internal and external factors -- 7.6 Summary -- Grammatical models and research paradigms -- 8.1 Introduction -- 8.2 Generative grammar -- 8.2.1 Outline -- Origin -- Aims -- 8.2.2 Case study -- Data selection and method -- Analysis -- Implications -- 8.3 Variationist sociolinguistics -- 8.3.1 Outline -- Origin -- Aims -- 8.3.2 Case study -- Data selection and method -- Analysis -- Implications -- 8.4 Optimality theory -- 8.4.1 Outline -- Origin -- Aims -- 8.4.2 Case study -- Data selection -- Analysis -- Implications -- 8.5 Usage-based models -- 8.5.1 Outline -- Origin -- Aims -- 8.5.2 Case study -- Data selection and methods -- Analysis -- Implications -- 8.6 Summary discussion: Integrating the models -- Language processing in multilingual speakers -- 9.1 Introduction -- 9.2 Core notions in research on language processing in bilingual speakers -- 9.3 Core findings -- 9.3.1 Cross-language interactions -- 9.3.2 Processing differences -- 9.3.3 Language switching and inhibition -- 9.3.4 Summary of preceding discussion -- 9.4 Factors influencing language processing in bilinguals -- 9.5 The issue of age of acquisition -- 9.6 Concluding remarks and perspectives for codeswitching research -- Heritage languages in a post-colonial setting: Focus on Papiamentu -- 10.1 Introduction -- 10.2 Early history of Papiamentu -- 10.3 Background on Papiamentu and its status nowadays -- 10.4 A brief history of Papiamentu-Dutch contact -- 10.4.1 The 18th century -- 10.4.2 Increase of Dutch influence on Curaçao in the 19th and 20th centuries -- 10.4.3 The current situation -- 10.5 Dutch influence on Papiamentu -- 10.5.1 Quantity and quality of Dutch loans.

10.5.2 Phonological adaptation of Dutch loans -- 10.5.3 Calques -- 10.5.4 Discourse markers and modal particles -- 10.5.5 Prepositions and verb particle combinations -- 10.5.6 Passive and the agent phrase -- 10.5.7 Other function words borrowed from Dutch -- 10.6 Morphological integration of Dutch nouns and verbs -- 10.6.1 Nouns and nominalizations -- 10.6.2 Verbs and inflection -- 10.7 Papiamentu in the Netherlands -- 10.8 Summary and conclusion -- The political dimension of heritage languages: Endangered languages, language rights, and the preservation of diversity -- 11.1 Introduction: The politics of diversity management -- 11.2 Frames of reference -- 11.2.1 The Babylon frame -- 11.2.2 The Tsunami frame -- 11.2.3 The Heritage frame -- 11.3 Reversing language shift and indigenous language revival -- 11.4 HL education -- 11.4.1 Organization and support -- 11.4.2 Varieties of the HL taught -- 11.4.3 Dominant language from home country or home vernacular language? -- 11.4.4 HL proficiency as a learning resource within the mainstream classroom -- 11.5 Documentation of heritage varieties and language death -- 11.6 Codeswitching in HLs and language loss -- 11.7 Linguistic human rights and HLs -- 11.8 Conclusion and overview -- Technical terms used in this book related to heritage languages -- References -- Language index -- Subject index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.