The Role of Input in Language Revitalization: The Case of Lexical Development
Date
2021-10
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii Press
Volume
15
Number/Issue
Starting Page
433
Ending Page
457
Alternative Title
Abstract
Immersion programs have long been considered the gold standard for school-based language revitalization, but surprisingly little attention has been paid to the quantity and quality of the input that they provide to young language learners. Drawing on new data from three such programs (Kaqchikel, Western Subanon, and Māori), each with its own particular motivation, objectives, and pedagogical practices, we examine a key component of this revitalization strategy, namely the amount and type of lexical input that children receive. Our findings include previously unknown facts about the number of words that children in these programs hear per hour, the ratio of word tokens to word types, and the skewed frequency distribution of the particular words that make up the input. We discuss our findings with reference both to comparable measures for first language acquisition in a home setting and to their relevance for pedagogical strategies in the classroom.
Description
Keywords
Immersion method (Language teaching), Maori language, Western Subanon dialect, Cakchikel language
Citation
O'Grady, William, Raina Heaton, Sharon Bulalang, Jeanette King. 2021. The Role of Input in Language Revitalization: The Case of Lexical Development. Language Documentation & Conservation 15: 433-457.
Extent
25 pages
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Creative Commons Attribution-NonCommercial 4.0 International
Attribution-NonCommercial 3.0 United States
Attribution-NonCommercial 3.0 United States
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.