1887
Volume 7, Issue 1
  • ISSN 1877-7031
  • E-ISSN: 1877-8798
GBP
Buy:£15.00 + Taxes

Abstract

In the study of language learning, researchers sometimes ask how languages in contact are related. They compare the linguistic features of the languages, how the mental grammars of each language sub-system are represented, put to use in performance, and how they interact. Within a linguistic family, languages can be closely related or distantly related, an interesting factor, for example, in understanding bilingualism and second language development. Dialects, on the other hand, are considered to be variants of the same language. While there is no way to always draw a sharp line between the categories of language and dialect, it is necessary to distinguish between the two kinds of language variation by the application of uniform criteria. The distinction between dialect and language is important for designing bilingual instructional programs, both for students who already speak two languages and for beginning second language learners.

Loading

Article metrics loading...

/content/journals/10.1075/cld.7.1.05fra
2016-09-19
2024-04-19
Loading full text...

Full text loading...

References

  1. Chang, Y.-T. , and J. Lu
    2014 “Language Stereotypes in Contemporary Taiwan: Evidence form an Experimental Study.” Journal of East Asian Studies14: 211–248. doi: 10.1017/S1598240800008912
    https://doi.org/10.1017/S1598240800008912 [Google Scholar]
  2. Chen, S.-C
    2010 “Multilingualism in Taiwan.” International Journal of the Sociology of Language205: 79–104.
    [Google Scholar]
  3. Cheung, K.-H. , and R.S. Bauer
    2002 “The Representation of Cantonese with Chinese Characters.” Journal of Chinese Linguistics, Monograph Series Number 18.
    [Google Scholar]
  4. Dong, H
    2014A History of the Chinese Language. London: Routledge.
    [Google Scholar]
  5. Dupré, J.-F
    2014 “The Mother Tongues as Second Languages: Nationalism, Democracy and Multilingual Education in Taiwan.” Current Issues in Language Planning15: 393–408. doi: 10.1080/14664208.2014.927088
    https://doi.org/10.1080/14664208.2014.927088 [Google Scholar]
  6. Francis, N
    2012Bilingual Competence and Bilingual Proficiency in Child Development. Cambridge: MIT Press.
    [Google Scholar]
  7. 2013Bilingual Development and Literacy Learning: East Asian and International Perspectives. Hong Kong: City University of Hong Kong Press.
    [Google Scholar]
  8. He, Y. , Q. Wang , and R. Anderson
    2005 “Chinese Children’s Use of Subcharacter Information about Pronunciation.” Journal of Educational Psychology97: 572–579. doi: 10.1037/0022‑0663.97.4.572
    https://doi.org/10.1037/0022-0663.97.4.572 [Google Scholar]
  9. Instituto Nacional de Lenguas Indígenas (INALI)
    2008Catálogo de las Lenguas Indígenas Nacionales: Variantes Lingüísticas de México con sus Autodenominaciones y Referencias Geostadísticas. México DF: INALI.
    [Google Scholar]
  10. Labov, W
    2014 “The Role of African Americans in Philadelphia Sound Change.” Language Variation and Change26: 1–19. doi: 10.1017/S0954394513000240
    https://doi.org/10.1017/S0954394513000240 [Google Scholar]
  11. Leung, Y
    2005 “Biliterate and Trilingual: Actions in Response to the Economic Restructuring of Hong Kong.” Bulletin Suisse de Linguistique Appliquée82:167–179.
    [Google Scholar]
  12. Li, D.C.S
    2006 “Chinese as a Lingua Franca in Greater China.” Annual Review of Applied Linguistics26:146–176. doi: 10.1017/S0267190506000080
    https://doi.org/10.1017/S0267190506000080 [Google Scholar]
  13. 2009 “Towards “Biliteracy and Trilingualism” in Hong Kong (SAR): Problems, Dilemmas and Stakeholders’ Views.” AILA Review22: 72–84. doi: 10.1075/aila.22.06li
    https://doi.org/10.1075/aila.22.06li [Google Scholar]
  14. Li, Y. , S. Liu , and G. Zuckermann
    2014 “The Impact of Language Policy on the Development of Bilingual Education for Minorities in China.” Higher Education of Social Science7: 51–56. doi: 10.1007/s10734‑013‑9640‑x
    https://doi.org/10.1007/s10734-013-9640-x [Google Scholar]
  15. Liu, R.-Y
    2012 “Language Policy and Group Identification in Taiwan.” Mind , Brain and Education6: 108–116. doi: 10.1111/j.1751‑228X.2012.01143.x
    https://doi.org/10.1111/j.1751-228X.2012.01143.x [Google Scholar]
  16. Ma, R
    2007 “Bilingual Education for China’s Ethnic Minorities.” Chinese Education and Society40: 2–25.
    [Google Scholar]
  17. Mair, V
    1991 “What is a Chinese “Dialect/Topolect”? Reflections on some Key Sino-English Linguistic Terms.” Sino-Platonic Papers29: 1–31.
    [Google Scholar]
  18. 2002 “Review of The Representation of Cantonese with Chinese Characters by Cheung Kwan-Hin and Robert Bauer.” Journal of Chinese Linguistics32: 157–167.
    [Google Scholar]
  19. Matthews, S. , and V. Yip
    2011Cantonese: A Comprehensive Grammar. London: Routledge.
    [Google Scholar]
  20. 2014 “Bilingual and Multilingual Acquisition of Chinese.” InThe Handbook of Chinese Linguistics, ed. by C.-T.J. Huang , Y.-H.A. Li , and A. Simpson , 495–510. Hoboken: Wiley.
    [Google Scholar]
  21. Perfetti, C. , and Y. Liu
    2005 “Orthography to Phonology and Meaning: Comparisons across and within Systems.” Reading and Writing18: 193–210. doi: 10.1007/s11145‑004‑2344‑y
    https://doi.org/10.1007/s11145-004-2344-y [Google Scholar]
  22. Poon, A.Y.-K
    2010 “Language Use, and Language Policy and Planning in Hong Kong.” Current Issues in Language Planning11: 1–66. doi: 10.1080/14664201003682327
    https://doi.org/10.1080/14664201003682327 [Google Scholar]
  23. Scott, M. , and H.-K Tiun
    2007 “Mandarin-only to Mandarin-plus: Taiwan.” Language Policy6: 53–72. doi: 10.1007/s10993‑006‑9040‑5
    https://doi.org/10.1007/s10993-006-9040-5 [Google Scholar]
  24. Sun, Y.-H
    2011 “Problems and Strategies Relevant to the Rights of Linguistic Minorities in China.” US-China Foreign Language9: 98–102.
    [Google Scholar]
  25. Tam, A.C.F
    2011 “Does the Switch of Medium of Instruction Facilitate the Language Learning of Students? A Case Study of Hong Kong from Teachers’ Perspective.” Language and Education25: 399–417.
    [Google Scholar]
  26. Tang, C. , and V. van Heuven
    2015 “Predicting Mutual Intelligibility of Chinese Dialects from Multiple Objective Linguistic Distance Measures.” Linguistics53: 285–312. doi: 10.1515/ling‑2015‑0005
    https://doi.org/10.1515/ling-2015-0005 [Google Scholar]
  27. Tse, S.-K. , J.W.-I. Lam , E.K.-Y. Loh , and R.Y.-H Lam
    2007 “The Influence of the Language that Hong Kong Primary School Students Habitually Speak at Home on their Chinese Reading Ability in School.” Journal of Multilingual and Multicultural Development28: 400–417. doi: 10.2167/jmmd529.1
    https://doi.org/10.2167/jmmd529.1 [Google Scholar]
  28. Wan, M. , and S. Zhang
    2007 “Research and Practice of Tibetan-Chinese Bilingual Education.” InBilingual Education in China: Practices, Policies and Concepts, ed. by A. Feng , 127–144. Clevedon: Multillingual Matters.
    [Google Scholar]
  29. Wang, L. , and A. Kirkpatrick
    2013 “Trilingual Education in Hong Kong Primary Schools: A Case Study.” International Journal of Bilingual Education and Bilingualism16: 100–116. doi: 10.1080/13670050.2012.689479
    https://doi.org/10.1080/13670050.2012.689479 [Google Scholar]
  30. Wu, H.-Y
    2012Applying Official Language Plus from the Perspective of Linguistic Human Rights and Multiculturalism in Taiwan. Doctoral dissertation, University of Washington.
    [Google Scholar]
  31. Xu, Y
    2014 “Review of Bilingual Development and Literacy Learning: East Asian and International Perspectives.” Studies in Second Language Acquisition26: 163–164. doi: 10.1017/S0272263113000636
    https://doi.org/10.1017/S0272263113000636 [Google Scholar]
  32. Yeung, P.-S. , C.S.-H. Ho , D.W.-O. Chan , and K.K.-H Chung
    2013 “Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-grade Students.” Discourse Processes50: 498–529. doi: 10.1080/0163853X.2013.841070
    https://doi.org/10.1080/0163853X.2013.841070 [Google Scholar]
  33. Yue, A.O
    2015 “The Yue Language.” InThe Oxford handbook of Chinese linguistics, ed. by W.S.-Y. Wang and C. Sun , 173–188. Oxford: Oxford University Press.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/cld.7.1.05fra
Loading
  • Article Type: Research Article
Keyword(s): biliteracy; Chinese; dialect; language contact; language policy; minority languages
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error