“…Much less is known about how children acquire knowledge of less common, but still culturally meaningful, registers with which they lack first-hand experience as an addressee. For native learners of English growing up in a largely monolingual environment, one such example is Foreigner Talk, a means of speaking that native speakers tend to adopt when addressing non-native speakers (Biersack, Kempe, & Knapton, 2005; Chun, 2009; Ferguson, 1975; Gass, 1997; Gass & Varonis, 1985; Hua & Wei, 2016; Long, 1981; Ravid, Olshtain, & Ze’elon, 2003; Uther et al, 2007). Foreigner Talk typically consists of shorter utterances, the omission of inflectional morphology and other words, and more uninverted interrogative sentence structures, although it does not entail a distinct grammar (Ferguson, 1975; Freed, 1981; Long, 1981, 1983a, 1983b; Roche, 1998).…”