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Published online by Cambridge University Press:  09 July 2024

Naomi Nagy
Naomi Nagy
Affiliation:
University of Toronto

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Type
Chapter
Information
Heritage Languages
Extending Variationist Approaches
 , pp. vii - xii
Publisher: Cambridge University Press
Print publication year: 2024

Contents

  1. List of Figures

  2. List of Tables

  3. Acknowledgements

  4. List of Abbreviations

  5. 1What Are Heritage Languages and Why Should We Study Them?

    1. 1.1What Are Heritage Languages?

    2. 1.2What Are the Goals of This Book?

    3. 1.3Why Study Heritage Languages?

      1. 1.3.1Documenting Linguistic Diversity

      2. 1.3.2Better Understanding of Language Acquisition

      3. 1.3.3Better Understanding of Variationist Sociolinguistics by Looking at Heritage Languages

    4. 1.4How Do Heritage Languages and Their Speakers Behave?

    5. 1.5What Is in This Book?

  6. 2Experimental and Variationist Research on Heritage Languages

    1. 2.1Heritage Language Studies: An Evolving Field

    2. 2.2The Experimental and the Comparative Variationist Approaches

      1. 2.2.1The Experimental Approach

      2. 2.2.2The Comparative Variationist Approach

      3. 2.2.3Differences in Methods

        1. 2.2.3.1Participant Differences Based on Definitions of Heritage Speakers

        2. 2.2.3.2Population Differences

        3. 2.2.3.3Task Differences

        4. 2.2.3.4Analytic Differences

    3. 2.3Looking Forward: Can We Determine Which Differences in Methods Account for the Differences in Outcomes?

  7. 3The Toronto Context

    1. 3.1Demographics

    2. 3.2Status

    3. 3.3Institutional Support

    4. 3.4Summary

  8. 4HLVC Methods and Tools

    1. 4.1Motivation for the HLVC Methodology

    2. 4.2Corpus Construction

      1. 4.2.1Cross-Generational Corpus

      2. 4.2.2Cross-Linguistic Corpus

      3. 4.2.3Multiple Methods of Data Collection

        1. 4.2.3.1Sampling and Recruitment

        2. 4.2.3.2Recording and Pseudonymization

        3. 4.2.3.3Sociolinguistic Interview (IV)

        4. 4.2.3.4Ethnic Orientation Questionnaire (EOQ)

        5. 4.2.3.5Picture Description Task (FW)

        6. 4.2.3.6Informed Consent Protocol

      4. 4.2.4Data Processing

      5. 4.2.5Metadata

      6. 4.2.6Transcription

      7. 4.2.7Coding for the Analysis of Individual Variables

      8. 4.2.8Auditory and Acoustic Analysis

      9. 4.2.9Modelling the Data

      10. 4.2.10Archiving and Access

    3. 4.3An Overview of the Methods of Analysis

      1. 4.3.1How Do We Look for Evidence of Language Change?

      2. 4.3.2Profiles of Sources of Language Change

      3. 4.3.3Linguistic Variables

        1. 4.3.3.1(PRODROP) or Variation between Overt and Null Subjects

        2. 4.3.3.2(CASE)

        3. 4.3.3.3Differential Object Marking (DOM)

        4. 4.3.3.4(R)

        5. 4.3.3.5Voice Onset Time (VOT)

        6. 4.3.3.6Apocope (APOCOPE) in Italian

        7. 4.3.3.7Denasalization (N > L) in Cantonese

      4. 4.3.4Analysis of Ethnic Orientation

      5. 4.3.5Measuring “Fluency”

        1. 4.3.5.1Speech Rate

        2. 4.3.5.2Vocabulary Size

        3. 4.3.5.3Language-Switching Measures

      6. 4.3.6Correlation among Measures

      7. 4.3.7Interim Summary of Methods

    4. 4.4Cross-Variety Comparison Methods

  9. 5Cross-Variety Comparisons

    1. 5.1Overview

    2. 5.2Voice Onset Time (VOT)

      1. 5.2.1Cantonese

      2. 5.2.2Italian

      3. 5.2.3Korean

      4. 5.2.4Russian

      5. 5.2.5Ukrainian

      6. 5.2.6Tagalog

      7. 5.2.7(VOT) Summary

    3. 5.3Variation between Null and Overt Subject Pronouns (PRODROP)

      1. 5.3.1(PRODROP) in English

      2. 5.3.2(PRODROP) in Other Languages

      3. 5.3.3(PRODROP) Methods

        1. 5.3.3.1Constraints on (PRODROP)

        2. 5.3.3.2Coding (PRODROP) in ELAN

        3. 5.3.3.3(PRODROP) Analysis by Model Comparison

        4. 5.3.3.4(PRODROP) Dataset

      4. 5.3.4Distributional Results for (PRODROP)

      5. 5.3.5Mixed Effects Models for (PRODROP)

        1. 5.3.5.1Models for Cantonese (PRODROP)

        2. 5.3.5.2Homeland Cantonese (PRODROP) Model

        3. 5.3.5.3Heritage Cantonese (PRODROP) Model

      6. 5.3.6Results for (PRODROP), All Speakers, All Languages

      7. 5.3.7Homeland Results for (PRODROP)

      8. 5.3.8Heritage Results for (PRODROP)

      9. 5.3.9Using Variationist Data to Understand Faetar Grammar

      10. 5.3.10(PRODROP) Summary

    4. 5.4Case Marking (CASE)

      1. 5.4.1Methods for the Analysis of Case-Marking

      2. 5.4.2(CASE) Results, All Speakers Combined

      3. 5.4.3(CASE) Summary

    5. 5.5Summary of Cross-Variety Comparisons

  10. 6Cross-Language Comparisons

    1. 6.1Introduction

    2. 6.2(VOT)

    3. 6.3(PRODROP)

    4. 6.4(CASE)

    5. 6.5Variation across the Variables and across the Languages

  11. 7Heritage Cantonese: A Case Study

    1. 7.1Overview

    2. 7.2Heritage Cantonese, and Why It Is Useful to Examine

    3. 7.3Classifier Specialization

      1. 7.3.1Motivation for (CL) Study

      2. 7.3.2Methods for (CL) Study

      3. 7.3.3Results of (CL) Study

      4. 7.3.4Summary of (CL) Study

    4. 7.4Tone Mergers

      1. 7.4.1Motivation for (TONE) Study

      2. 7.4.2Methods for (TONE) Study

      3. 7.4.3Results of (TONE) Study

    5. 7.5A Vowel Split and a Vowel Merger

    6. 7.6Motion Expression

      1. 7.6.1Motivation for Motion Expression Study

      2. 7.6.2Methods for Motion Expression Study

      3. 7.6.3Results of Motion Expression Study

    7. 7.7Denasalization or “Lazy Pronunciation” (懶音)

    8. 7.8Null Subject Variation (PRODROP) and Voice Onset Time (VOT)

    9. 7.9Covariation

      1. 7.9.1Ethnic Orientation Measures

      2. 7.9.2Fluency Measures

      3. 7.9.3Cantonese Dependent Variables for Covariation Analysis

      4. 7.9.4Implementing Covariation

    10. 7.10Summary

  12. 8Indexicality in Heritage Languages

    1. 8.1Indexical versus Contact-Induced Variation

    2. 8.2Variables That Are Indexical in Homeland Varieties

      1. 8.2.1Comparisons among Italian Variables

        1. 8.2.1.1Italian Unstressed Syllable Aspiration

        2. 8.2.1.2Italian (APOCOPE)

        3. 8.2.1.3Italian (R)

        4. 8.2.1.4Summary for Italian Indexical Variables

        5. 8.2.1.5Tagalog (R)

      2. 8.2.2Non-indexical (R): Russian and Ukrainian (R)

      3. 8.2.3Summary for (R)

      4. 8.2.4Two More Indexical Variables

        1. 8.2.4.1Cantonese Denasalization

        2. 8.2.4.2Korean (VOT)

      5. 8.2.5Contrasting Indexical and Non-indexical Variation

  13. 9Working with Heritage Languages in Linguistics Classes

    1. 9.1Motivations for Working with Heritage Language Data in Linguistics Courses

    2. 9.2Strategies to Support Heritage Language Revitalization through Student Training and Research

      1. 9.2.1Choices in Terminology

      2. 9.2.2Choices Governing Our Research Practices

      3. 9.2.3Choices Regarding Knowledge Mobilization

    3. 9.3Using the HLVC Data Ethically

    4. 9.4Teaching and Learning about Heritage Languages – Suggested Activities

      1. 9.4.1An Undergraduate Course Exploring Heritage Languages

      2. 9.4.2Exercise Related to Chapter 1: Definitions of a Heritage Language Speaker

      3. 9.4.3Exercise Related to Chapter 2: Comparing Experimental and Variationist Research Outcomes

      4. 9.4.4Exercise Related to Chapter 3: Understanding Ethnolinguistic Vitality

        1. 9.4.4.1Background

        2. 9.4.4.2Interactive Activity

        3. 9.4.4.3Formalize Your Knowledge

      5. 9.4.5Exercise Related to Chapter 4: Finding and Coding Tokens

        1. 9.4.5.1Get Ready

        2. 9.4.5.2Familiarize Yourself with the Data and the ELAN Program

        3. 9.4.5.3Describe Interesting Things about This Language

      6. 9.4.6Exercise Related to Chapter 4: Collecting Information about Ethnic Orientation

      7. 9.4.7Exercise Related to Chapter 4: Analyzing Attitudes to Heritage Languages

        1. 9.4.7.1Assignment Overview

        2. 9.4.7.2Tools and Materials

        3. 9.4.7.3Step-by-Step Instructions

      8. 9.4.8Exercise Related to Chapter 4: Profiling a Neighbourhood

      9. 9.4.9Exercise Related to Chapter 4: Problematizing Ethnic Orientation

      10. 9.4.10Exercise Related to Chapter 5: VOT in Heritage Ukrainian in Toronto

      11. 9.4.11Exercise Related to Chapter 5: Coding a Sociolinguistic Variable

      12. 9.4.12Exercise Related to Chapter 5: Examining Fluency Proxies

      13. 9.4.13Exercise Related to Chapter 6: (VOT) in Three Heritage Languages in Toronto

      14. 9.4.14Exercise Related to Chapter 8: Discovering Indexical Variables

      15. 9.4.15Exercise Related to Chapter 8: Coding and Analyzing Indexical Variables

      16. 9.4.16Exercise Related to Chapter 9: Taking Linguistic Gratuity from Principle to Practice

        1. 9.4.16.1Familiarize Yourself with the Framework of Linguistic Gratuity

        2. 9.4.16.2African American Vernacular English Stressed Bin: The Data

        3. 9.4.16.3Describing the African American Vernacular English Grammatical Pattern to Non-linguists

      17. 9.4.17Exercise Related to Chapter 9: Describe Non-standardized Variation to Non-linguists

      18. 9.4.18Exercise Related to Chapter 9: Sharing Special Vocabulary

      19. 9.4.19Exercise Related to Chapter 10: Connecting Macro- and Micro-patterns

      20. 9.4.20Exercise Related to Chapter 9: Develop a Classroom Activity

    5. 9.5Summary

  14. 10What Heritage Language Speakers Tell Us about Language Variation and Change

    1. 10.1The Goals of the HLVC Project

    2. 10.2What Is a Heritage Language?

    3. 10.3How Do Heritage Languages and Their Speakers Behave?

      1. 10.3.1Do Variation and Change Operate the Same Way in Heritage Languages as in More Frequently Studied Majority Languages?

      2. 10.3.2How Do We Distinguish Contact-Induced Variation from Internal Change and Identity-Related Variation?

      3. 10.3.3How Do Heritage Varieties Evolve? In Parallel with the Related Homeland Variety?

      4. 10.3.4What Features and Structures Are Malleable? What Parts Resist Contact-Induced Change?

      5. 10.3.5How Consistent Are the Patterns across Languages?

      6. 10.3.6When Does a Heritage Variety Differ Enough from Its Homeland Counterpart to Acquire a Distinct Label?

      7. 10.3.7Are Some Speakers More Innovative than Others in Terms of Changing the Language?

      8. 10.3.8How Can We Compare Relative Rates of Usage of the Heritage Language across Speakers?

      9. 10.3.9Can Attitudes Affect a Language’s Ethnolinguistic Vitality?

      10. 10.3.10How Can We Measure Relative Rates of Usage of the Heritage Language across Communities?

      11. 10.3.11Why Can’t We Find the Pattern?

    4. 10.4Extending This Approach to Other Under-Documented, Endangered, and Smaller Languages

    5. 10.5Increasing Interest in Variation in Heritage Languages

    6. 10.6Benefits of the HLVC Approach

  15. Bibliography

  16. Index

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  • Contents
  • Naomi Nagy, University of Toronto
  • Book: Heritage Languages
  • Online publication: 09 July 2024
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  • Contents
  • Naomi Nagy, University of Toronto
  • Book: Heritage Languages
  • Online publication: 09 July 2024
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  • Contents
  • Naomi Nagy, University of Toronto
  • Book: Heritage Languages
  • Online publication: 09 July 2024
Available formats
×