代写被抓：语言
代写被抓：语言
从广义上讲，“语言主义”指的是一定的语言实践模式，包括各种态度、手势、手势、文化活动、语言遗产和学习某种语言的潜力。“语言”这个词量化了语言，而后缀“-ism”则阻止了这种趋势。语言学认为语言是一个不断发展的过程，从而削弱了这个概念作为一种可以体现或拥有的东西。考虑到功能方面，Grosjean(1985)将双语解释为两种语言的一致使用(临468)。Hamers和Blanc(1983)对双语的这一功能定义赋予了最低限度的能力。更广泛的双语定义要求理解从单语到多语的转变。重音的分化是由于传统前缀如“bi”或“mono”的删除而产生的。这一点可以从这样一个事实中得到证明，即使在意识形态单一的国家，如美国，双语意味着异常或边缘化(Blackledge, 2002, p84;1999年香农,p183;
代写被抓：语言
斯库特纳布-坎加斯和菲利普森，1989,p468)。语言主义除了具有功能性外，还包括语言的继承性和使用语言的普遍性。这种潜力导致许多人的语言处于贫困状态，在很大程度上，在某些国家被称为单语(Skutnabb-kangas & Phillipson, 1989, p 469)。如果一个孩子从出生就开始学习两种语言，他就会说两种语言。在孩子语言的手册的一篇文章中,Annick De Houwer曾说,一个孩子受到双语如果是解决两个口语,三岁之前,一直在这两个语言,直到达到语言发展的最后阶段。在这种情况下，孩子将两种语言都作为第一语言(L1)来学习。另一方面，在连续的双语学习中，孩子学习第二语言(L2)，不是作为母语，而是作为外语。
代写被抓：语言
In its broadest term, “lingualism” implies certain mode of linguistic practices and encompasses every kind of attitudes, signs, gestures, culturally-oriented activities, linguistic heritages and the potentiality for learning a particular language. The word “language” quantifies languages and the suffix “-ism” discourages this tendency. Lingualism holds the idea of language as an ever-going process, thereby diminishing this idea as a thing that can embody or possess. Taking into consideration the functional aspect, Grosjean (1985) interprets bilingualism as the consistent use of two languages (p.468). Hamers and Blanc (1983) assign minimal competence to this functional definition of bilingualism.A still broader definition of bilingualism calls for a shift of comprehending that is monolingual to the one which is multilingual. Differentiation in accent emerges because of the deletion of the conventional prefixes such as “bi” or “mono”. This can be evidenced from the fact that, even in ideologically monolingual nations like the USA, bilingual suggests deviance or marginality (Blackledge, 2002, p84; Shannon, 1999, p183;
代写被抓：语言
Skutnabb-Kangas and Phillipson, 1989, p468). Besides being functional, linguaism also encompasses linguistic inheritance and the universal potentiality for using a language. This potentiality has led to impoverished status of language known as monolingualism in many persons, or to a large extent, in certain nations (Skutnabb-kangas & Phillipson, 1989, p 469). A child becomes bilingual if it is put to learn two languages from birth. In an article in the Handbook of Child language, Annick De Houwer has said that a child is subjected to bilingualism if it is addressed in two spoken languages, prior to its age of three years and is consistently addressed in those two languages until it reaches the final stage of language development. Under such circumstances, the child acquires both the languages as first language (L1). On the other hand, in the Sequential bilingualism, the child learns the second language (L2), not as a native language, but as a foreign language.
