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% Document Info
\author{Soraya (Soraya)}
\pdfinfo{
  /Title (overview-articles.pdf)
  /Creator (Cheatography)
  /Author (Soraya (Soraya))
  /Subject (Overview Articles Cheat Sheet)
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    {\parbox{\dimexpr\textwidth-2\fboxsep\relax}{\noindent
        \hspace*{-6pt}\includegraphics[width=5.8cm]{/web/www.cheatography.com/public/images/cheatography_logo.pdf}}
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Overview Articles Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Soraya (Soraya)} via \textcolor{DarkBackground}{\uline{cheatography.com/19522/cs/2924/}}}
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  \mymulticolumn{2}{p{5.377cm}}{\bf\textcolor{white}{Cheatographer}}  \\
  \vspace{-2pt}Soraya (Soraya) \\
  \uline{cheatography.com/soraya} \\
        \uline{\seqsplit{truantsblog}.com}
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Not Yet Published.\\
   Updated 12th May, 2016.\\
   Page {\thepage} of \pageref{LastPage}.
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  %\includegraphics[width=48px,height=48px]{dave.jpeg}
  Measure your website readability!\\
  www.readability-score.com
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\begin{multicols*}{3}

\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Academic Ignorance and Black Intelligence (Labov)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{• Bereiter's deficit theory centers on the notion of "verbal deprivation" \newline % Row Count 2 (+ 2)
• Black children from the ghetto receive little verbal stimulation, and hear few well-formed sentences \newline % Row Count 5 (+ 3)
• Black families lack proper mother-child interaction \newline % Row Count 7 (+ 2)
→ impoverished verbal expression (2) \newline % Row Count 8 (+ 1)
• Cannot form concepts to convey logical thought \newline % Row Count 10 (+ 2)
• They speak in "single words" and a 'series of badly connected words and phrases" (4) \newline % Row Count 12 (+ 2)
{\bf{Dangers of the deficit theory:}} \newline % Row Count 13 (+ 1)
• "It {\bf{diverts the attention from the real defects}} of our educational system to imaginary defects of the child" (p. 3) \newline % Row Count 16 (+ 3)
• It {\bf{confirms prejudice}}d teachers in their low opinion of black working class children (p. 18) \newline % Row Count 19 (+ 3)
• "Class and ethnic differences in grammatical form are equated with differences in the capacity for logical analysis" (p. 17) \newline % Row Count 22 (+ 3)
• It gives rise to {\bf{ill-founded remedial programs}}, which start from the premise that the children have no language at all (p. 4) \newline % Row Count 25 (+ 3)
• These programs then teach the children to mimic middle class speech, which is seen as a way to make them think logically (p. 17) \newline % Row Count 28 (+ 3)
• It leads to the hypothesis of the {\bf{genetic inferiority}} of black children (p. 3) \newline % Row Count 30 (+ 2)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Academic Ignorance and Black Intelligence (Labov) (cont)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{{\bf{Labov attack on Bereiter:}} \newline % Row Count 1 (+ 1)
• He shows that the monosyllabic behaviour that Bereiter takes to be a child's complete linguistic competence is a reaction to a threatening environment \newline % Row Count 5 (+ 4)
• He shows how well speakers of Ebonics can handle complex arguments in their own vernacular \newline % Row Count 7 (+ 2)
• He shows that Bereiter "confuses logic with explicitness" (p. 15) and is ignorant of the grammatical rules of Ebonics (deletion of copula, as in "They mine") (16) \newline % Row Count 11 (+ 4)
• He shows Bereiter is ignorant of the rules of discourse (16), which allow for deletion of subject and verb in answer to questions like "Where is the squirrel"! "in the tree" \newline % Row Count 15 (+ 4)
• Bernstein vs elaborated code dismissed, AAVE can make complex constructions also \newline % Row Count 17 (+ 2)
"The child is in an {\bf{asymmetrical situation}} where anything he says can, figuratively, be held against him. He has learned a number of devices to avoid saying anything in this situation, and he works very hard to achieve this end."% Row Count 22 (+ 5)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Research Questions Labov/Bereiter}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{{\bf{All: Why do children in inner-city school show such low educational achievement?}} \newline % Row Count 2 (+ 2)
Is it caused by hereditary factors (i.e. genetic deficit, low IQ) (Psychologists etc.) \newline % Row Count 4 (+ 2)
Is it caused by environmental factors? If so, which? (Sociologists etc.) \newline % Row Count 6 (+ 2)
Is it caused by a disconnect between language and culture in schools and language and culture at home? (Linguists) \newline % Row Count 9 (+ 3)
Deficit theory of verbal deprivation: black children from the ghetto are said to receive little verbal stimulation, to hear very little well-formed language, and as a result are impoverished in their means of verbal expression. (2) According to Bereiter, they have no language at all. (4) \newline % Row Count 15 (+ 6)
The data that the studies are based on have not been obtained in ways \newline % Row Count 17 (+ 2)
that make sense. The questions about how children relate to their parents are culturally biased. The social circumstances of the interviews lead children to be uncommunicative. A different set-up leads the same children to display verbal virtuosity% Row Count 22 (+ 5)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Between two worlds (Hulsen et al)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Social networks, language shift, and language processing in three generations of Dutch migrants in New Zealand \newline % Row Count 3 (+ 3)
The three network dimensions that the authors take into consideration in determining a speaker's social network: \newline % Row Count 6 (+ 3)
1. {\bf{Relational characteristics}} \newline % Row Count 7 (+ 1)
• Nature (kin, neighbor, friend, colleague) \newline % Row Count 8 (+ 1)
• Form of support (emotional, instrumental, informational) \newline % Row Count 10 (+ 2)
• Intensity (= importance to the speaker) of contact (primary = most important contacts; non-primary= less vital) \newline % Row Count 13 (+ 3)
2. {\bf{ Structural properties:}} \newline % Row Count 14 (+ 1)
• Size of total network \newline % Row Count 15 (+ 1)
• Size of primary and non-primary networks \newline % Row Count 16 (+ 1)
• Density and multiplexity of the network \newline % Row Count 17 (+ 1)
3. {\bf{Location in space and time:}} \newline % Row Count 18 (+ 1)
• Proximity \newline % Row Count 19 (+ 1)
• Frequency of contact \newline % Row Count 20 (+ 1)
{\bf{Other factors:}} \newline % Row Count 21 (+ 1)
• L1/L2 ratio in primary and nonprimary networks in home country and New Zealand \newline % Row Count 23 (+ 2)
• Number of L1 / L2 speakers in primary and nonprimary networks \newline % Row Count 25 (+ 2)
• Number of L1 contacts in home country and New Zealand \newline % Row Count 27 (+ 2)
A sociolinguistic questionnaire to determine relevant non- linguistic factors (age, education, etc) and language-related factors (language use between generations, in different domains, attitude to L1 maintenance). \newline % Row Count 32 (+ 5)
} \tn 
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\vfill
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Between two worlds (Hulsen et al) (cont)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{• A social-network questionnaire: List of people (with country of origin and language) who were important to them in different domains of their life (family, friends, colleagues, schoolmates, organisations) \newline % Row Count 5 (+ 5)
• Multiplexity: needed for emotional and or practical and or informational support) \newline % Row Count 7 (+ 2)
"the second part of the questionnaire investigated the multiplexity of the contacts by asking informants to indicate in which type of situation contact with network members was established or needed, for example, emotional, practical and/or informational"% Row Count 13 (+ 6)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{'I'm not west. I'm not east. So how leh?'}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Ho: Identity in flux: a Singlish speaker's dilemma.% Row Count 2 (+ 2)
} \tn 
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\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Liverpudlian}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{Phonological resistance and innovation in the North-West of England.% Row Count 2 (+ 2)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{The social stratification of /r/ in NYC (Labov)}}  \tn
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\mymulticolumn{1}{x{5.377cm}}{} \tn 
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\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{NZ hypotheses etc}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{"... the following hypotheses will be tested with respect to the relationship between language maintenance and shift, social networks, and language processing: \newline % Row Count 4 (+ 4)
The relative number of L1 contacts in the social networks is positively related to (a) language use and the importance attached to language maintenance, and (b) language proficiency in the experimental tasks (i.e. fewer mistakes and faster reactions in the picture-naming tasks) \newline % Row Count 10 (+ 6)
The presence of L1 contacts in the nonprimary network is a better indicator of L1 use, L1 maintenance attitudes, and L1 proficiency than the presence of L1 contacts in the primary network (cf. Stoessel 1998). \newline % Row Count 15 (+ 5)
Informants with more "home-network" contacts in the Netherlands use the L1 more often, attach more importance to language maintenance, and show a higher level of L1 proficiency in the experimental task." \newline % Row Count 20 (+ 5)
They have proven three and falsified one, so on the whole, yes, but \newline % Row Count 22 (+ 2)
On p. 38 they mention that the questionnaire was problematic, because it took so long to complete. As a result, they had to leave the questionnaires behind, and not all questionaires were returned or fully completed. That would have a negative impact on the reliability of the data. \newline % Row Count 28 (+ 6)
On p. 40 it becomes clear that the picture-naming experiment was not doable for the third generation (they do not have enough Dutch), so they cannot compare their abilities with those of the other two generations% Row Count 33 (+ 5)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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% That's all folks
\end{multicols*}

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