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<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Thanks for
the clarification, Brian (and for the reference, also).<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>And rest
assured, I <i>won’t</i> ask you to do the maths (even though the answer would
be fascinating......).<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Matthew.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
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<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'>
<p class=MsoNormal><b><span lang=EN-US style='font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=EN-US style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> info-childes@googlegroups.com
[mailto:info-childes@googlegroups.com] <b>On Behalf Of </b>Brian MacWhinney<br>
<b>Sent:</b> 03 August 2009 17:19<br>
<b>To:</b> info-childes@googlegroups.com<br>
<b>Subject:</b> Re: Pace of early language development<o:p></o:p></span></p>
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<p class=MsoNormal><o:p> </o:p></p>
<p class=MsoNormal>Matthew,<o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal> Actually, my analysis was based on this
same assumption. The Doppler effect should be clearest between adults and
young teens. Labov also emphasizes the role of women in their twenties,
alongside young male teens, but the general point is that young people in
various social configurations are the chief instigators of new sound patterns,
grammaticalizations, neologisms, and the rest. Toddlers are certainly not
the sources. Although younger children not innovators in this way, they
can play another role in terms of implementing cue hierarchy reconfiguration
and leveling. <o:p></o:p></p>
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<div>
<p class=MsoNormal> Regarding the famous working class/middle
class split in the UK and Basil Bernstein's ideas about a restricted code, you
may find this analysis of UK preschools interesting, if only historically:<o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<div style='margin-left:27.0pt'>
<p class=MsoNormal style='text-indent:-27.0pt'><span style='font-size:9.0pt;
font-family:"Verdana","sans-serif"'>MacWhinney, B., & Osser, H. (1977).
Verbal planning functions in children's speech. <i>Child Development</i>, 48,
978-985.<o:p></o:p></span></p>
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<p class=MsoNormal style='text-indent:-27.0pt'><o:p> </o:p></p>
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<p class=MsoNormal>Of course that was all before the large expansion of
immigrant populations in the UK. When one factors in the role of having
additional L1 sources, then the Linguistic Special Relativity effect would be
enhanced. Please don't ask me to do the math.<o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<p class=MsoNormal>-- Brian<o:p></o:p></p>
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<p class=MsoNormal><o:p> </o:p></p>
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<div>
<p class=MsoNormal>On Aug 3, 2009, at 6:28 AM, Matthew Saxton wrote:<o:p></o:p></p>
</div>
<p class=MsoNormal><br>
<br>
<o:p></o:p></p>
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<div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>I think
Brian’s suggestion is ingenious. However, to my knowledge, language
change is especially driven by young people in the<span
class=apple-converted-space> </span><i>teenage</i><span
class=apple-converted-space> </span>years – with the introduction of
new meanings, terms and phrases – rather than by toddlers.</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>The
perception of a linguistic decline over successive generations is sometimes
driven by political considerations. A recent U.K. example is the Bercow Review
(by the same John Bercow who is now Speaker of the House of Commons). Without
citing any specific sources, his report suggests that:</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><i><span style='font-size:11.0pt;font-family:"Arial","sans-serif"'>Approximately
50% of children in some socio-economically disadvantaged populations have
speech and language skills that are significantly lower than those of other
children of the same age.</span></i><span style='font-size:11.0pt;font-family:
"Calibri","sans-serif"'><o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>The
implication is that a steep decline is in train within the U.K., ascribable to
socioeconomic factors. One such factor is whether or not English is the
child’s first language. It has become increasingly common for very young
children, who have had little exposure to English, to be placed in
English-language Nursery settings. Such children will naturally depress average
scores on standardised language tests, especially in the early stages of their
exposure to English. But one could not argue from such data that the language
learning capacities of children had declined in any way.</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
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<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Regards,</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Matthew
Saxton.</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>*********************************************************************************************************</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Department of
Psychology and Human Development,</span><span style='font-size:11.0pt;
font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Institute of
Education,</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>University of
London,</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>25 Woburn
Square,</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>London,</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>WC1H 0AA.</span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Tel:
020-7612-6509</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'>Fax:
020-7612-6304</span><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'> </span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-family:"Arial","sans-serif"'><a
href="http://www.ioe.ac.uk/">http://www.ioe.ac.uk</a></span><span
style='font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'> <o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif"'> <o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'><br>
<br>
<o:p></o:p></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
</div>
<p class=MsoNormal><br>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<br>
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