CONTENTS:-
I. LANGUAGE DEVELOPMENT
1. Learning language: The first words
2. Some precursors of language development
i. The infant cry
ii. Further developments in vocalization
iii. From vocalization to communicative expressions
iv. The communicative functions of the early expressions
3. The early communicative expressions as a protolanguage
i. Conditions that aid the emergence of a protolanguage
ii. Expanding the protolanguage
4. From protolanguage to holophrases
5. Two-word utterances as the beginnings of ayntax
i. The two-word utterance in situation
ii. Developments after the two-word phase
6. Basic meaning relations during the two-word phase
7. A problem of method
II. DIALOGUE AND LANGUAGE DEVELOPMENT
1. Further developments in meaning
i. Identional and interpersonal meaning in extracts of dialogue
2. The child's strategies for dialogue: Establishing shared attention
3. Further dialogue strategies: responses
4. Ideational and interpersonal developments are closely interdependent
5. Dialogue as an arena for language development
i. Building up utterances in dialogue
ii. The negotiation of meaning within dialogue
iii. Mutual accommodation within dialogue: The recycling of patterns from parent to child
a. The Example of 'Look'
b. The Example of 'Wassat'
c. The Example of 'Where'
6. Theoretical paradigms of language development
i. The imitation hypothesis
ii. Problems with the imitation hypothesis
a. The Structural Nature of Language
b. The Child's Intelligent Mistakes
c. A Critical Learning Period
iii. An alternative position: 'nativism'-an innate capacity for language
iv. Problems with nativism
Conclusion
III. INTERACTIONS BETWEEN SOCIAL GROUPS AND CHILDREN IN BILINUAL FAMILIES
1. Language differentiation in bilingual children
2. Language mixing in bilingual children
3. Rate of bilingual development
4. Parent-language mixing in bilingual families
5. Mothers' and fathers' language in bilingual families
6. Conclusions
IV. LANGUAGE SOCIALIZATION IN ETHNIC MINORITY COMMUNITIES
1. A thumbnail sketch of Eastside
2. Using and learning language in Eastside
3. Language socialization in school
4. Connecting the worlds of schools, homes and communities
5. Conclusions
V. LANGUAGE AND SOCIAL DEVELOPMENT
1. Acculturation theory
i. Schumann's Social and Psycho-logical Distance Hypothesis
2. Andersen's Nativization Model
3. The Heidelberg project
4. The ZISA project
5. Pidginization, depidginization, creolization and decreolization
i. Pidginization
ii. Linguistic hybridization
iii. The role f transfer
iv. Creolization
a. Creolization as distinct from second-language acquisition
v. Creolization as related to second-language acquisition
vi. Decreolization
a. Depidginization or decreolization?
vii. Decreolization and late second-language acquisition
6. Evaluation
7. Acculturation theory
i. The question of variability
ii. The question of causality
8. Pidginization, depidginization, coreolization and decreolization
i. The mechanism of the language learning
ii. Early second-language acquisition and pidginization
iii. Late second-language acquisiton and decreolizaiton
VI. INTERLANGUAGE THEORY OF SOCIAL DEVELOPMENT
1. Early interlanguage studies
2. Early formulations
i. Interlanguage and learning strategies
ii. Interlanguage as rule-governed behaviour
iii. Interlanguage as a set of styles
3. Descriptive studies
i. The morpheme studies
ii. Error analysis
iii. The critique
4. Recent developments in Interlanguage theory
5. Systematicity and variability
i. Variation within systematicity
ii. Functional variation
iii. Systematic variability
iv. Non-systematic variability
6. The acquisition of the interlanguage
i. The functional approach
ii. The role of discourse
iii. Conversational analysis
7. The role of the first language
i. Transfer as process
ii. Other transfer phenomena
iii. Transfer as decision-making
8. Evaluation
VII. ENGLISH AS A SECOND LANGUAGE IN PRESCHOOL PROGRAMS
1. Language development of young children
2. Second language development in preschool settings
i. The developmental sequence
ii. Home Language use
iii. The Nonverbal Period
iv. Telegraphic and Formulaic Speech
v. Productive Language Use
vi. Individual differences
3. Preschool classrooms as second language learning environments
Case 1: Social support in a nursery school environment
Case 2: Social engineering in a demonstration school classroom
Case 3: Curricular planning for language facilitation in a language acquisition preschool
4. English as a second language in preschools: What works?
VIII. LANGUAGE AND SOCIETY: THE SOCIAL ASPECT OF LANGUAGE
IX. THE LANGUAGE OF SOCIAL COHESION
1. Noises as Expression
2. Noise for Noise's Sake
3. The Value of Unoriginal Remarks
4. Maintenance of Communication Lines
5. Presymbolic Language in Ritual
6. Advice to the Literal-Minded
X. THE DOUBLE TASK OF LANGUAGE
1. Connotations
2. Informative Connotations
3. Affective Connotations
4. A Note on Verbal Taboo
5. Race and Words
6. Everyday Uses of Language
XI. THE LANGUAGE OF SOCIAL CONTROL
1. Making Things Happen
2. The Promises of Directive Language
3. The Foundations of Society
4. Directives with Collective Sanction
5. What Are "Rights"?
6. Directives and Disillusionment
