Adolescence

Kirkham, Sam; Moore, Emma

doi:10.1002/9781118335598.ch13

Cited by 25 publications

(12 citation statements)

References 64 publications

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“…This is because, as the variationist literature shows, generally adolescent speakers use the most innovative phonological forms (Trudgill 1974;Ash 1982;Eckert 1997;Kirkham and Moore 2013).…”

Section: Perceptual Learning: Convergence and Divergencementioning

confidence: 99%

Sound change in an urban setting: Category instability of the palatal fricative in Berlin

Jannedy

Weirich

2014

Laboratory Phonology

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Abstract:The differential categorization of identical stimuli depending on the presence of a prime is described as a perceptual divergence effect. We examined whether native listeners of the Berlin vernacular of German categorized identical acoustic stimuli differently in the explicit context of the names of two different districts of Berlin, assuming that listeners infer social information and linguistic stereotypes based on the names of these neighborhoods (Kreuzberg vs. Zehlendorf). All listeners categorized natural acoustic stimuli with synthetic fricatives synthesized along a continuum ranging from /ç/ to /ʃ/ as either Fichte /fɪçtə/ ('spruce') or fischte /fɪʃtə/ (1st person sg. 'to fish'). This variable was chosen because many young multiethnic speakers of Berlin German pronounce /ç/ as [ ʃ ] or [ɕ], and this alternation is highly associated with speakers with a migrant background from Kreuzberg. Data were gathered in a forced-choice identification task, and, for a subset of the participants, reaction times (RTs) were also gathered. Results indicate a differential categorization pattern depending on (1) the copresented information, i.e., Kreuzberg, Zehlendorf, or none (control), and (2) the age of the listeners, with older listeners being more affected by the co-presented information. While older listeners categorized significantly more /ʃ/ sounds in the context of Kreuzberg than in the control or Zehlendorf condition, younger listeners rated most /ʃ/ sounds in the control condition (no added information). Results are interpreted in terms of a potential sound change in progress: the loss of the phoneme contrast between /ç/ and /ʃ/.

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Section: Perceptual Learning: Convergence and Divergencementioning

confidence: 99%

Sound change in an urban setting: Category instability of the palatal fricative in Berlin

Jannedy

Weirich

2014

Laboratory Phonology

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“…The implication behind this is that a child will complete most of their meaningful language acquisition via input from the caregiver, so logically their language use will reflect this input (Foulkes, Docherty, & Watt, 2005; Kerswill, 1996; Kerswill & Williams, 2000; Smith, Durham, & Fortune, 2007, 2013). At some point in a child’s development into adolescence, the social and linguistic focus shifts from the caregiver to the peer group and young people begin to develop patterns of linguistic behavior that are unique to themselves and divergent from their caregivers (Eckert, 2008; Kirkham & Moore, 2013). The timing at which this transition occurs may well vary from community to community, but research so far suggests that it begins at least in pre-adolescence—that is, in the latter stages of primary education (Eckert, 2008).…”

Section: Introductionmentioning

confidence: 99%

Bilingual language exposure and the peer group: Acquiring phonetics and phonology in Gaelic Medium Education

Nance

2019

International Journal of Bilingualism

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Aims and objectives: This paper aims to examine the acquisition of phonetics and phonology in the context of Scottish Gaelic immersion schooling. I explore the effect of differing home language backgrounds among primary school children on the production of laterals and stop consonants. Design/methodology/approach: Acoustic analysis was performed on Gaelic and English speech data collected from children in Gaelic Medium Education in the Outer Hebrides, Scotland. Data and analysis: Word list data were collected from 18 children aged 7–11 and analyzed using measurements of formants and duration of stop phases. Half of the sample had little or no exposure to Gaelic in the home, while the other half had differing degrees of family input. Statistical analysis was conducted using Conditional Inference Trees. Findings and conclusions: This study finds that any initial differences between children who enter Gaelic Medium Education as fluent speakers and those who do not are leveled out by late primary school, at least in terms of pronunciation. I suggest that leveled varieties of minority languages can develop in pre-adolescence in peer group settings such as minority language education. Originality: This study is the first to examine phonetic and phonological acquisition in Gaelic-English bilingual children. It is one of a small number of studies to examine bilingual phonological acquisition in immersion schooling. The study supports recent research exploring the development of peer group varieties among young minority language speakers. Significance and implications: This research aims to expand traditional models that consider the extent of exposure to two languages as key in predicting phonetic and phonological production. I suggest that the impact of the peer group and the context of language use are also significant factors. Results suggest potential development of education varieties of Gaelic. These findings have implications for future revitalization strategies for minority languages across the world.

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“…There is a large body of literature devoted to language variation in adolescents" speech, and in particular to the role of adolescents in language change (see, for instance, Kirkham & Moore (2013) and references therein). Adolescence marks an important period in linguistic development and speakers turn away from caregivers as their models of acquisition and inevitably turn to their peer group (Kerswill & Williams, 2000).…”

Section: The Role Of the Peer Groupmentioning

confidence: 99%

Disentangling the effects of long-term language contact and individual bilingualism: The case of monophthongs in Welsh and English

Mayr

Morris

Mennen

et al. 2015

International Journal of Bilingualism

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Aims and Objectives:This study investigates the effects of individual bilingualism and long-term language contact on monophthongal vowel productions in English and Welsh. Design:To this end, we recorded the Welsh and English vowel productions of two sets of Welsh-English bilinguals differing in home language use, as well as the English vowel productions of English monolinguals. Data and analysis:The data were analysed acoustically, with a focus on spectral and temporal properties. Comparisons were then made within each language and crosslinguistically. Findings:The results of a cross-linguistic acoustic comparison revealed a high degree of convergence in the monophthong systems of Welsh and English, but also some language-specific categories. Interestingly, at the individual level we found no effect of linguistic experience on vowel production: the two sets of bilinguals and the English monolinguals did not differ in their realisation of English vowels, and the two sets of bilinguals did not differ in their realisation of Welsh vowels. Originality:This is one of few studies to examine the effect of linguistic background on variation in Welsh and English bilingual speech, and the first to compare the speech of Welsh-English bilinguals and English monolinguals. More specifically, it investigates the extent to which a speaker's home language can affect phonetic variation in a close-knit community of speakers and in a situation characterised by long-term language contact. Implications:The findings demonstrate pervasive phonetic convergence in a language contact situation with a historical substrate. They also indicate that a homogeneous peer group with shared values can override the effects of individual linguistic experience.

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Adolescence

Cited by 25 publications

References 64 publications

Sound change in an urban setting: Category instability of the palatal fricative in Berlin

Sound change in an urban setting: Category instability of the palatal fricative in Berlin

Bilingual language exposure and the peer group: Acquiring phonetics and phonology in Gaelic Medium Education

Disentangling the effects of long-term language contact and individual bilingualism: The case of monophthongs in Welsh and English

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