Name : Yulandi Haennissa Victayogi

NPM : 10.1.01.08.0296
Class : 4!
MIDDLE TEST OF SOCIOLINGUISTICS
1. The way people talk is influene !y the soial onte"t in whih they a#e talkin$
an% the hoie of app#op#iate ways of speakin$ in the %iffe#ent soial onte"t is
influene !y soial fato#s. &hat soial fato# a#e they' (ow %o you )easu#e o#
%ete#)ine the %iffe#enes' Gi*e e"a)ple+.
,nswe#-
"#e$e a$e %acto$s t#at conside$ in o$de$ to e%%ecti&ely con&ey t#e message to t#e ot#e$
'a$tici'ant:
a. Pa$tici'ants : #o( (ell do t#ey )no( eac# ot#e$
*. +ocial setting : %o$mal,in%o$mal
c. +tatus $elations#i' : (#o is tal)ing
d. -im o$ 'u$'ose o% con&e$sation
e. "o'ic
.#en t(o 'eo'le s'ea) to anot#e$/ t#e language used *y t#e 'a$tici'ant is al(ays
in%luence *y a num*e$ o% social %acto$s (#ic# de%ine t#e $elations#i' *et(een
'a$tici'ants.
e.g. (#en telling you$ %$iend t#at you li)e #is "s#i$t / you say :
0 Cool / 1 li)e t#at 223
.#en telling you$ 'a$ents "s#i$t/ you say :
0 You loo) &e$y nice today/ 1 $eally li)e t#at "s#i$t3
.. In a %i$lossia situation+ the a#e two ont#astin$ *a#iety of o%e. &hat a#e they'
In what e*en they use%' Gi*e e"a)ple.
,nswe#-
4iglossic language a$e usually desc$i*ed as consisting o% t(o &a$ieties t#at coe5ist in
a s'eec# community6 t#e domain o% linguistics *e#a&io$ a$e 'a$celed out in a )ind o%
com'lementa$y dist$i*ution. "#ese domain usually $an)ed in a )ind o% #ie$a$c#y %$om
#ig#ly &alue 7H8 to less &alued 7986 (#en t#e t(o &a$ieties a$e $ecogni:e 7o$ tacitly
acce'ted8 as genetically $elated/ t#e H domain a$e usually t#e $ese$&e o% t#e mo$e
conse$&ati&e %o$m o% t#e language/ (#ic# is usually t#e lite$a$y dialect i% t#e$e is a
($itten %o$m.
;<o$mal= domains suc# as 'u*lic s'ea)ing/ $eligious )ind o% usage a$e dominated *y
t#e H no$m6 t#e 9 no$m is used %o$ in%o$mal con&e$sation/ >o)es/ st$eet and ma$)et/
t#e tele'#one/ and any ot#e$ domains 7e.g. lette$ ($iting/ cinema/ tele&ision8 not
$ese$&ed %o$ t#e H no$m. <o$ diglossic situations in&ol&ing t(o di%%e$ent7genetically
un$elated8 linguistic codes/7sometimes $e%e$$ed to as ;e5tended= diglossia8 as t#e one
dominating t#e H domains #as t#e g$eate$ inte$national '$estige o$ is language o% t#e
local 'o(e$ elite o$ t#e dominant $eligious community and , o$ its '$iest#ood.
/. 0eople often swith %e when talkin$. &hat )oti*ates the) to swith o%es1
e"plain an% $i*e e"a)ple.
,nswe#-
"#e common %acto$s %o$ code s(itc#ing (ill *e t#$ee%old. "#at is/ code s(itc#ing
deals (it# languages in contact. 1n inte$acti&e social situations code s(itc#ing (ill *e
t#e use o% mo$e t#an one language <o$ e5am'le t#e inte$action du$ing &a$ious social
e&ents in&ol&ing inte$locuto$s (#o )no( mo$e t#an one language. .it# t#ese
common %acto$s o% code s(itc#ing t#is 'a'e$ loo)s into t#e Malaysian conte5t (it#
s'ecial t#$ust to t#e &a$ious $easons in&ol&ed %o$ code s(itc#ing du$ing t#e social
inte$actions. 4ata %o$ t#e '$esent 'a'e$ (e$e collected %$om t#e "amil s'ea)ing
unde$g$aduate students o% t#e ?ni&e$sity Put$a Malaysia/ Malaysia. "#ei$ inte$action
in di%%e$ent identi%ied domains in&ol&ing t#$ee languages &i:. "amil/ Malay and
@nglis# (e$e loo)ed into. Aum'e$: 719828 (#ile discussing t#e communicati&e
%unction o% code s(itc#ing/ claims t#at t#e s'ea)e$ 'lays u'on t#e connection o% t#e
(ecode to c$eate con&e$sational e%%ect. "#us code s(itc#ing is seen as %ul%illing t#e
$elational and $e%e$ential %unctions o% language t#at amounts to e%%ecti&e
communication and inte$lingual unity. -'a$t %$om t#is %unction o% code s(itc#ing
/t#is 'a'e$ could identi%ies se&e$al ot#e$ $easons %o$ code s(itc#ing in t#e situations
unde$ study.
2. Many people a#e !i1 )ultilin$ual an% a3ui#e a nu)!e# of lan$ua$es fo#
%iffe#ent pu#poses in e*e#y%ay inte#ation. &hat lan$ua$es a#e they' (ow %o
the lan$ua$es %e*elop' (ow %o people a3ui#e the)'
,nswe#-
a. Binds o% languages a$e com'le5/ sim'le/ sa&&y/ >a$gon%illed/ inside$/ %un/ se$ious/
and (#imsical.
*. 9anguages a$e de&elo' *y c$eate a good en&i$onment %o$ lea$ning li)e t#is:
Make ti)e fo# you# hil%#en4 !e a(a$e t#at c#ild$en lea$n s'eec# and language
t#$oug# listening/ (atc#ing/ e5'lo$ing/ co'ying/ initiating/ $es'onding/ 'laying
and inte$acting (it# ot#e$s. <o$ t#ose %i$st %e( yea$s most o% t#e im'o$tant
inte$action is going to *e *et(een t#e c#ild and t#ei$ 'a$ents/ ca$e$s and may*e
si*lings. <inding time to s'end (it# you$ c#ild$en and #a&e a s#a$ed %ocus is &e$y
im'o$tant i% you (ant to #el' t#em to de&elo' t#ei$ s'eec#/ language and social
s)ills. Cnetoone time (ill *ene%it you$ c#ild in t#e long te$m.
,*oi% the T5. You a$e doing you$ c#ild a disse$&ice i% you #a&e s'a$e time/ *ut
'ut t#em in %$ont o% t#e "V. "#e$e a$e a %e( 7and only a %e(228 c#ild$enDs "V
'$og$ams t#at a$e in any (ay educational. You$ c#ild is mo$e li)ely to lea$n a*out
t#ings %$om onetoone 'laytime (it# #is 'a$ent o$ ca$e$. "V and &ideo games a$e
'assi&e ente$tainment and do not encou$age any inte$action. +tudies no( s#o(
t#at c#ild$en (#o (atc# too muc# "V in t#ei$ ea$ly yea$s a$e mo$e li)ely to #a&e
di%%iculties (it# attention and listening (#en t#ey $eac# sc#ool age.
Dith the paifie#. "#e$e is also e&idence to s#o( t#at i% t#e c#ild uses a
dummy,'aci%ie$ t#ei$ s'eec# can *e delayed.
Ecitation neededF
+'eec# can *e delayed
*ecause t#e c#ild is s'ea)ing less and t#e de&elo'ment o% t#e c#ildDs o$al
musculatu$e may *e a%%ected *y maintaining an immatu$e suc)ing 'atte$n/
a''$o'$iate %o$ an in%ant/ *ut not %o$ a c#ild (#o is getting $eady to eat and s'ea).
6uil% an en*i#on)ent that helps lan$ua$e flou#ish. !uilding a language $ic#
en&i$onment is a*out using e&e$y o''o$tunity to use language/ to inte$act/ to s#a$e
a %ocus/ to tal)/ to ta)e tu$ns. !uilding a language $ic# en&i$onment is also a*out
*uilding a nu$tu$ing en&i$onment/ gi&ing you$ c#ild lo&e and a%%ection and
*uilding t#ei$ sel%con%idence. -nd %inally/ it is a*out *uilding a lea$ning
en&i$onment/ c$eating a 'lace (#e$e lo&e/ language and lea$ning can all ta)e 'lace
toget#e$. +o (#at do you do to c$eate t#is en&i$onmentG .ell %i$stly loo) at
you$sel% and #o( you a$e communicating:
Hemem*e$ you$ language le&el Cne o% t#e *iggest t#ings to *e a(a$e o%
(#en using language a$ound you$ young c#ild is t#e le&el and com'le5ity
o% t#e language you use. "#in) a*out t#ei$ age and #o( muc# language
t#ey use. - young c#ild (ill gene$ally unde$stand mo$e (o$ds t#an #e uses
in s'eec#. You can use a milestones c#a$t to #a&e a *$oad idea o% you$
c#ildDs language le&el. -ssuming you$ c#ild is de&elo'ing along no$mal
lines t#in) a*out (#e$e to 'itc# you language. <o$ instance/ i% you$ c#ild is
aged 2 yea$s and 6 mont#s and is a*le to %ollo( a s#o$t inst$uction
containing 2 )ey (o$ds/ *e mind%ul o% t#is (#en you tal) to #e$. 1% you use
long sentences s#e (ill not unde$stand you. 1% you$ c#ild does #a&e
di%%iculty unde$standing/ >ust use )ey (o$ds/ mo$e intonation/ and gestu$e/
o$ 'oint as you say t#e (o$ds.
o .#en tal)ing to you$ c#ild/ t$y to tal) a*out t#ings t#at a$e in conte5t o$
t#at t#e c#ild can see/ so t#ey can use t#ese t#ings as a $e%e$ence. "al)
slo(ly and 'ut em'#asis on t#e )ey (o$ds i% t#ey a$e in a sentence/ and
use lots o% intonation to #el' em'#asi:e meaning. Ai&e t#e c#ild mo$e time
to $es'ond t#an you (ould (it# olde$ c#ild$en o$ an adult. Younge$
c#ild$en may need a little longe$ to '$ocess you$ s'eec# and %o$mulate an
ans(e$ o% t#ei$ o(n. "#is is e&en mo$e im'o$tant i% you$ c#ild #as
di%%iculties acIui$ing language. 1% you$ c#ild #as language di%%iculties/ o$
$ece'ti&e language delay/ limiting you$ (o$ds/ gi&ing t#em lots o% time to
'$ocess language/ and using lots o% gestu$e is essential
Conside$ t#at t#e ot#e$ (ay to add language is to desc$i*e (#at you$ c#ild is
doing du$ing 'lay. <o$ instance/ i% you$ daug#te$ is 'laying (it# #e$ dolls in t#e
dolls #ouse/ gi&e a little commenta$y:
Jane: dolly
o 4ad: dollyDs going in t#e #ouse
o Jane: sit
o 4ad: dollyDs sitting do(n
o Jane: d$in)
o 4ad: dollyDs got a cu'/ s#e is d$in)ing tea d$in) tea
o Jane: tea
o 4ad: yes/ dolly is d$in)ing teaK and no( s#e is eating ca)e
,*oi% askin$ a 3uestion. "#e tem'tation #e$e is to as) a Iuestion/ suc# as 0(#at
is dolly doing3 o$ 0(#at is dolly d$in)ing3. "#is immediately 'uts t#e em'#asis on
t#e c#ild/ and t#ey t#en #a&e to sto' t#ei$ 'lay and $es'ond. !y >ust commenting/
you a$e not 'utting any '$essu$e on you$ c#ild to communicate so t#e 'lay is mo$e
$ela5ed. "#e c#ild is also a*le to 'lay on t#ei$ o(n te$ms and cont$ol t#e game.
(a*e a sha#e% fous. "#e a*o&e e5am'les s#o( t#e im'o$tance o% #a&ing a
s#a$ed %ocus. "#is is im'o$tant *ecause not only a$e you gi&ing t#e c#ild a 'oint
o% $e%e$ence (#en you tal) a*out t#ings/ *ut t#e c#ild is lea$ning listening and
using attention s)ills. "#ese s)ills a$e &itally im'o$tant %o$ t#e c#ild (#en t#ey
attend sc#ool and t#e ea$ly yea$s a$e )ey yea$s %o$ de&elo'ing t#ese s)ills. "#e
*est (ays to de&elo' t#ese s)ills is to s'end time (it# you$ c#ild/ tal) and 'lay
(it# c#ild/ and #a&e a s#a$ed %ocus.
c. Peo'le acIui$e t#em de'end on situation and 'u$'ose.
7. Lan$ua$e *a#ies ao#%in$ to the $eo$#aphial a#ea an% the soial
ha#ate#istis. (ow %oes this happen' &hat lan$ua$e *a#iations a#e #eate%'
(ow %o they %iffe# f#o) one anothe#' E"plain an% $i*e e"a)ples.
,nswe#-
- 9anguage can &a$ies acco$ding to t#e geog$a'#ical and social *ecause *ot# o%
t#em can in%luence t#e language used. <o$ e5am'le (#en c#ild$en li&e in *ad
geog$a'#ical *ut #e li&e in good social c#a$acte$istic/ it su$ely ma)e #is language
mo$e *ette$ and good t#an c#ild$en (#o li&e in good geog$a'c#ical and*ad social.
- +ocial geog$a'#y is t#e *$anc# o% #uman geog$a'#y t#at is most closely $elated to
social t#eo$y in gene$al and sociology in 'a$ticula$/ dealing (it# t#e $elation o%
social '#enomena and its s'atial com'onents. "#oug# t#e te$m itsel% #as a
t$adition o% mo$e t#an 100 yea$s/ t#e$e is no consensus on its e5'licit content. 1n
1968/ -nne !uttime$ noted t#at LE(Fit# some nota*le e5ce'tions/ 7...8 social
geog$a'#y can *e conside$ed a %ield c$eated and culti&ated *y a num*e$ o%
indi&idual sc#ola$s $at#e$ t#an an academic t$adition *uilt u' (it#in 'a$ticula$
sc#oolsL. +ince t#en/ des'ite some calls %o$ con&e$gence cent$ed on t#e st$uctu$e
and agency de*ate/ its met#odological/ t#eo$etical and to'ical di&e$sity #as s'$ead
e&en mo$e/ leading to nume$ou$s de%initions o% social geog$a'#y and/ t#e$e%o$e/
contem'o$a$y sc#ola$s o% t#e disci'line identi%ying a g$eat &a$iety o% di%%e$ent
social geog$a'#ies. "#e di%%e$ent conce'tions o% social geog$a'#y #a&e also *een
o&e$la''ing (it# ot#e$ su*%ields o% geog$a'#y and/ to a lesse$ e5tent/ sociology.
.#en t#e te$m eme$ged (it#in t#e -nglo-me$ican t$adition du$ing t#e 1960s/ it
(as *asically a''lied as a synonym %o$ t#e sea$c# %o$ 'atte$ns in t#e dist$i*ution
o% social g$ou's/ t#us *eing closely connected to u$*an geog$a'#y and u$*an
sociology. 1n t#e 19M0s/ t#e %ocus o% de*ate (it#in -me$ican #uman geog$a'#y
lay on 'olitical economic '$ocesses 7t#oug# t#e$e also (as a conside$a*le num*e$
o% accounts %o$ a '#enomenological 'e$s'ecti&e on social geog$a'#y8/ (#ile in
t#e 1990s/ geog$a'#ical t#oug#t (as #ea&ily in%luenced *y t#e Lcultu$al tu$nL.
!ot# times/ as Neil +mit# noted/ t#ese a''$oac#es Lclaimed aut#o$ity o&e$ t#e
DsocialDL
-
Name : +inta Hi:)i <adila
NPM : 10.1.01.08.02NO
Class : 4!
MIDDLE TEST OF SOCIOLINGUISTICS
1. The way people talk is influene !y the soial onte"t in whih they a#e talkin$
an% the hoie of app#op#iate ways of speakin$ in the %iffe#ent soial onte"t is
influene !y soial fato#s. &hat soial fato# a#e they' (ow %o you )easu#e o#
%ete#)ine the %iffe#enes' Gi*e e"a)ple+.
,nswe#-
"#e$e a$e %acto$s t#at conside$ in o$de$ to e%%ecti&ely con&ey t#e message to t#e ot#e$
'a$tici'ant:
%. Pa$tici'ants : #o( (ell do t#ey )no( eac# ot#e$
g. +ocial setting : %o$mal,in%o$mal
#. +tatus $elations#i' : (#o is tal)ing
i. -im o$ 'u$'ose o% con&e$sation
>. "o'ic
.#en t(o 'eo'le s'ea) to anot#e$/ t#e language used *y t#e 'a$tici'ant is al(ays
in%luence *y a num*e$ o% social %acto$s (#ic# de%ine t#e $elations#i' *et(een
'a$tici'ants.
e.g. (#en telling you$ %$iend t#at you li)e #is "s#i$t / you say :
0 Cool / 1 li)e t#at 223
.#en telling you$ 'a$ents "s#i$t/ you say :
0 You loo) &e$y nice today/ 1 $eally li)e t#at "s#i$t3
.. In a %i$lossia situation+ the a#e two ont#astin$ *a#iety of o%e. &hat a#e they'
In what e*en they use%' Gi*e e"a)ple.
,nswe#-
4iglossic language a$e usually desc$i*ed as consisting o% t(o &a$ieties t#at coe5ist in
a s'eec# community6 t#e domain o% linguistics *e#a&io$ a$e 'a$celed out in a )ind o%
com'lementa$y dist$i*ution. "#ese domain usually $an)ed in a )ind o% #ie$a$c#y %$om
#ig#ly &alue 7H8 to less &alued 7986 (#en t#e t(o &a$ieties a$e $ecogni:e 7o$ tacitly
acce'ted8 as genetically $elated/ t#e H domain a$e usually t#e $ese$&e o% t#e mo$e
conse$&ati&e %o$m o% t#e language/ (#ic# is usually t#e lite$a$y dialect i% t#e$e is a
($itten %o$m.
;<o$mal= domains suc# as 'u*lic s'ea)ing/ $eligious )ind o% usage a$e dominated *y
t#e H no$m6 t#e 9 no$m is used %o$ in%o$mal con&e$sation/ >o)es/ st$eet and ma$)et/
t#e tele'#one/ and any ot#e$ domains 7e.g. lette$ ($iting/ cinema/ tele&ision8 not
$ese$&ed %o$ t#e H no$m. <o$ diglossic situations in&ol&ing t(o di%%e$ent7genetically
un$elated8 linguistic codes/7sometimes $e%e$$ed to as ;e5tended= diglossia8 as t#e one
dominating t#e H domains #as t#e g$eate$ inte$national '$estige o$ is language o% t#e
local 'o(e$ elite o$ t#e dominant $eligious community and , o$ its '$iest#ood.
/. 0eople often swith %e when talkin$. &hat )oti*ates the) to swith o%es1
e"plain an% $i*e e"a)ple.
,nswe#-
"#e common %acto$s %o$ code s(itc#ing (ill *e t#$ee%old. "#at is/ code s(itc#ing
deals (it# languages in contact. 1n inte$acti&e social situations code s(itc#ing (ill *e
t#e use o% mo$e t#an one language <o$ e5am'le t#e inte$action du$ing &a$ious social
e&ents in&ol&ing inte$locuto$s (#o )no( mo$e t#an one language. .it# t#ese
common %acto$s o% code s(itc#ing t#is 'a'e$ loo)s into t#e Malaysian conte5t (it#
s'ecial t#$ust to t#e &a$ious $easons in&ol&ed %o$ code s(itc#ing du$ing t#e social
inte$actions. 4ata %o$ t#e '$esent 'a'e$ (e$e collected %$om t#e "amil s'ea)ing
unde$g$aduate students o% t#e ?ni&e$sity Put$a Malaysia/ Malaysia. "#ei$ inte$action
in di%%e$ent identi%ied domains in&ol&ing t#$ee languages &i:. "amil/ Malay and
@nglis# (e$e loo)ed into. Aum'e$: 719828 (#ile discussing t#e communicati&e
%unction o% code s(itc#ing/ claims t#at t#e s'ea)e$ 'lays u'on t#e connection o% t#e
(ecode to c$eate con&e$sational e%%ect. "#us code s(itc#ing is seen as %ul%illing t#e
$elational and $e%e$ential %unctions o% language t#at amounts to e%%ecti&e
communication and inte$lingual unity. -'a$t %$om t#is %unction o% code s(itc#ing
/t#is 'a'e$ could identi%ies se&e$al ot#e$ $easons %o$ code s(itc#ing in t#e situations
unde$ study.
2. Many people a#e !i1 )ultilin$ual an% a3ui#e a nu)!e# of lan$ua$es fo#
%iffe#ent pu#poses in e*e#y%ay inte#ation. &hat lan$ua$es a#e they' (ow %o
the lan$ua$es %e*elop' (ow %o people a3ui#e the)'
,nswe#-
a. Binds o% languages a$e com'le5/ sim'le/ sa&&y/ >a$gon%illed/ inside$/ %un/ se$ious/
and (#imsical.
*. 9anguages a$e de&elo' *y c$eate a good en&i$onment %o$ lea$ning li)e t#is:
Make ti)e fo# you# hil%#en4 !e a(a$e t#at c#ild$en lea$n s'eec# and language
t#$oug# listening/ (atc#ing/ e5'lo$ing/ co'ying/ initiating/ $es'onding/ 'laying
and inte$acting (it# ot#e$s. <o$ t#ose %i$st %e( yea$s most o% t#e im'o$tant
inte$action is going to *e *et(een t#e c#ild and t#ei$ 'a$ents/ ca$e$s and may*e
si*lings. <inding time to s'end (it# you$ c#ild$en and #a&e a s#a$ed %ocus is &e$y
im'o$tant i% you (ant to #el' t#em to de&elo' t#ei$ s'eec#/ language and social
s)ills. Cnetoone time (ill *ene%it you$ c#ild in t#e long te$m.
,*oi% the T5. You a$e doing you$ c#ild a disse$&ice i% you #a&e s'a$e time/ *ut
'ut t#em in %$ont o% t#e "V. "#e$e a$e a %e( 7and only a %e(228 c#ild$enDs "V
'$og$ams t#at a$e in any (ay educational. You$ c#ild is mo$e li)ely to lea$n a*out
t#ings %$om onetoone 'laytime (it# #is 'a$ent o$ ca$e$. "V and &ideo games a$e
'assi&e ente$tainment and do not encou$age any inte$action. +tudies no( s#o(
t#at c#ild$en (#o (atc# too muc# "V in t#ei$ ea$ly yea$s a$e mo$e li)ely to #a&e
di%%iculties (it# attention and listening (#en t#ey $eac# sc#ool age.
Dith the paifie#. "#e$e is also e&idence to s#o( t#at i% t#e c#ild uses a
dummy,'aci%ie$ t#ei$ s'eec# can *e delayed.
Ecitation neededF
+'eec# can *e delayed
*ecause t#e c#ild is s'ea)ing less and t#e de&elo'ment o% t#e c#ildDs o$al
musculatu$e may *e a%%ected *y maintaining an immatu$e suc)ing 'atte$n/
a''$o'$iate %o$ an in%ant/ *ut not %o$ a c#ild (#o is getting $eady to eat and s'ea).
6uil% an en*i#on)ent that helps lan$ua$e flou#ish. !uilding a language $ic#
en&i$onment is a*out using e&e$y o''o$tunity to use language/ to inte$act/ to s#a$e
a %ocus/ to tal)/ to ta)e tu$ns. !uilding a language $ic# en&i$onment is also a*out
*uilding a nu$tu$ing en&i$onment/ gi&ing you$ c#ild lo&e and a%%ection and
*uilding t#ei$ sel%con%idence. -nd %inally/ it is a*out *uilding a lea$ning
en&i$onment/ c$eating a 'lace (#e$e lo&e/ language and lea$ning can all ta)e 'lace
toget#e$. +o (#at do you do to c$eate t#is en&i$onmentG .ell %i$stly loo) at
you$sel% and #o( you a$e communicating:
Hemem*e$ you$ language le&el Cne o% t#e *iggest t#ings to *e a(a$e o%
(#en using language a$ound you$ young c#ild is t#e le&el and com'le5ity
o% t#e language you use. "#in) a*out t#ei$ age and #o( muc# language
t#ey use. - young c#ild (ill gene$ally unde$stand mo$e (o$ds t#an #e uses
in s'eec#. You can use a milestones c#a$t to #a&e a *$oad idea o% you$
c#ildDs language le&el. -ssuming you$ c#ild is de&elo'ing along no$mal
lines t#in) a*out (#e$e to 'itc# you language. <o$ instance/ i% you$ c#ild is
aged 2 yea$s and 6 mont#s and is a*le to %ollo( a s#o$t inst$uction
containing 2 )ey (o$ds/ *e mind%ul o% t#is (#en you tal) to #e$. 1% you use
long sentences s#e (ill not unde$stand you. 1% you$ c#ild does #a&e
di%%iculty unde$standing/ >ust use )ey (o$ds/ mo$e intonation/ and gestu$e/
o$ 'oint as you say t#e (o$ds.
o .#en tal)ing to you$ c#ild/ t$y to tal) a*out t#ings t#at a$e in conte5t o$
t#at t#e c#ild can see/ so t#ey can use t#ese t#ings as a $e%e$ence. "al)
slo(ly and 'ut em'#asis on t#e )ey (o$ds i% t#ey a$e in a sentence/ and
use lots o% intonation to #el' em'#asi:e meaning. Ai&e t#e c#ild mo$e time
to $es'ond t#an you (ould (it# olde$ c#ild$en o$ an adult. Younge$
c#ild$en may need a little longe$ to '$ocess you$ s'eec# and %o$mulate an
ans(e$ o% t#ei$ o(n. "#is is e&en mo$e im'o$tant i% you$ c#ild #as
di%%iculties acIui$ing language. 1% you$ c#ild #as language di%%iculties/ o$
$ece'ti&e language delay/ limiting you$ (o$ds/ gi&ing t#em lots o% time to
'$ocess language/ and using lots o% gestu$e is essential
Conside$ t#at t#e ot#e$ (ay to add language is to desc$i*e (#at you$ c#ild is
doing du$ing 'lay. <o$ instance/ i% you$ daug#te$ is 'laying (it# #e$ dolls in t#e
dolls #ouse/ gi&e a little commenta$y:
Jane: dolly
o 4ad: dollyDs going in t#e #ouse
o Jane: sit
o 4ad: dollyDs sitting do(n
o Jane: d$in)
o 4ad: dollyDs got a cu'/ s#e is d$in)ing tea d$in) tea
o Jane: tea
o 4ad: yes/ dolly is d$in)ing teaK and no( s#e is eating ca)e
,*oi% askin$ a 3uestion. "#e tem'tation #e$e is to as) a Iuestion/ suc# as 0(#at
is dolly doing3 o$ 0(#at is dolly d$in)ing3. "#is immediately 'uts t#e em'#asis on
t#e c#ild/ and t#ey t#en #a&e to sto' t#ei$ 'lay and $es'ond. !y >ust commenting/
you a$e not 'utting any '$essu$e on you$ c#ild to communicate so t#e 'lay is mo$e
$ela5ed. "#e c#ild is also a*le to 'lay on t#ei$ o(n te$ms and cont$ol t#e game.
(a*e a sha#e% fous. "#e a*o&e e5am'les s#o( t#e im'o$tance o% #a&ing a
s#a$ed %ocus. "#is is im'o$tant *ecause not only a$e you gi&ing t#e c#ild a 'oint
o% $e%e$ence (#en you tal) a*out t#ings/ *ut t#e c#ild is lea$ning listening and
using attention s)ills. "#ese s)ills a$e &itally im'o$tant %o$ t#e c#ild (#en t#ey
attend sc#ool and t#e ea$ly yea$s a$e )ey yea$s %o$ de&elo'ing t#ese s)ills. "#e
*est (ays to de&elo' t#ese s)ills is to s'end time (it# you$ c#ild/ tal) and 'lay
(it# c#ild/ and #a&e a s#a$ed %ocus.
c. Peo'le acIui$e t#em de'end on situation and 'u$'ose.
7. Lan$ua$e *a#ies ao#%in$ to the $eo$#aphial a#ea an% the soial
ha#ate#istis. (ow %oes this happen' &hat lan$ua$e *a#iations a#e #eate%'
(ow %o they %iffe# f#o) one anothe#' E"plain an% $i*e e"a)ples.
,nswe#-
- 9anguage can &a$ies acco$ding to t#e geog$a'#ical and social *ecause *ot# o%
t#em can in%luence t#e language used. <o$ e5am'le (#en c#ild$en li&e in *ad
geog$a'#ical *ut #e li&e in good social c#a$acte$istic/ it su$ely ma)e #is language
mo$e *ette$ and good t#an c#ild$en (#o li&e in good geog$a'c#ical and*ad social.
- +ocial geog$a'#y is t#e *$anc# o% #uman geog$a'#y t#at is most closely $elated to
social t#eo$y in gene$al and sociology in 'a$ticula$/ dealing (it# t#e $elation o%
social '#enomena and its s'atial com'onents. "#oug# t#e te$m itsel% #as a
t$adition o% mo$e t#an 100 yea$s/ t#e$e is no consensus on its e5'licit content. 1n
1968/ -nne !uttime$ noted t#at LE(Fit# some nota*le e5ce'tions/ 7...8 social
geog$a'#y can *e conside$ed a %ield c$eated and culti&ated *y a num*e$ o%
indi&idual sc#ola$s $at#e$ t#an an academic t$adition *uilt u' (it#in 'a$ticula$
sc#oolsL. +ince t#en/ des'ite some calls %o$ con&e$gence cent$ed on t#e st$uctu$e
and agency de*ate/ its met#odological/ t#eo$etical and to'ical di&e$sity #as s'$ead
e&en mo$e/ leading to nume$ou$s de%initions o% social geog$a'#y and/ t#e$e%o$e/
contem'o$a$y sc#ola$s o% t#e disci'line identi%ying a g$eat &a$iety o% di%%e$ent
social geog$a'#ies. "#e di%%e$ent conce'tions o% social geog$a'#y #a&e also *een
o&e$la''ing (it# ot#e$ su*%ields o% geog$a'#y and/ to a lesse$ e5tent/ sociology.
.#en t#e te$m eme$ged (it#in t#e -nglo-me$ican t$adition du$ing t#e 1960s/ it
(as *asically a''lied as a synonym %o$ t#e sea$c# %o$ 'atte$ns in t#e dist$i*ution
o% social g$ou's/ t#us *eing closely connected to u$*an geog$a'#y and u$*an
sociology. 1n t#e 19M0s/ t#e %ocus o% de*ate (it#in -me$ican #uman geog$a'#y
lay on 'olitical economic '$ocesses 7t#oug# t#e$e also (as a conside$a*le num*e$
o% accounts %o$ a '#enomenological 'e$s'ecti&e on social geog$a'#y8/ (#ile in
t#e 1990s/ geog$a'#ical t#oug#t (as #ea&ily in%luenced *y t#e Lcultu$al tu$nL.
!ot# times/ as Neil +mit# noted/ t#ese a''$oac#es Lclaimed aut#o$ity o&e$ t#e
DsocialDL
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