personal space


  1. Explain an incident from your experience which highlights the importance of personal space.


  1. Which of the following is NOT true?

(a) ASL has some semantic differences with spoken English

(b) ASL and BSL are nearly the same, with just a few differences

(c) ASL has some grammatical differences with spoken English

(d) There are noticeable regional “accents” among ASL-signers


  1. The “come over here” gesture in English is fairly conventional–we all tend to know what it means. What type is this gesture?

(a) affect display

(b) regulator

(c) allomorph

(d) emblem


  1. “Shhhh…” is an example of:

(a) sign language

(b) metalanguage

(c) paralanguage

(d) whistle language


  1. Which of the following is NOT an example of rebus writing?

(a) using a drawing of the sun to represent “son”

(b) using a picture of an eye to represent “I”

(c) using a photograph of a chair to represent “power”


  1. The sign <2> is all of the following EXCEPT:

(a) a semantic sign

(b) a phonetic sign

(c) an English-language rebus for “too” or “to”

(d) an English-language logograph for “two”


  1. Which of the following is NOT true about logosyllabic writing?

(a) the Hiragana and Katakana syllabaries are two examples

(b) it combines logographic and syllabic signs

(c) it combines semantic and phonetic signs


  1. Using the lecture on “Keeping Slug Woman Alive”, think about what can and cannot be said in the classroom.


  1. What do issues such as decontextualization, authoritative discourse, and genre mean in the classroom?
  2. What happens if students “cross the line”?
  3. What about teachers who do?
  4. Write down something from your personal experience or knowledge that relates to such issues and explain what the “lines” are and whether they should or should not be crossed (and why).


  1. Talking with a friend about the possibility of life on Mars is possible because of:

(a) productivity

(b) displacement

(c) rapid fading

(d) arbitrariness

(e) semanticity

(f) duality of patterning

(g) a,b,c,d,e,f

(h) a,b,d,e,f

(i) b,e,f


  1. Are the four types of theories Ottenheimer lists for language acquisition in children fundamentally incompatible? If so, why? If not, why not?


  1. When raising children, Samoan parents do many things to downplay inequalities, including using self-lowering strategies and adapting the world more broadly to the needs of their infants.

(a) True

(b) False


  1. Using data from both the Kaluli and Samoan cases, explain in detail why “baby talk” register is not essential to language acquisition in children.

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