Module+5+Unit+2+Historical+Linguistics+June+28-July+7

For Module 5, you will be annotating a total of 10 concepts on the wiki study guide: 5 from Unit 1 and 5 from Unit 2. Annotations will include a definition (your own, a paraphrase or a quotation) and a text-to-self connection, text-to-text connection or a text-to-world connection. The best entries will include an example, and may include a relevant link to media, e.g., a video, a song, a poem. Connections may also be provided in the form of a metaphor, a graphic organizer, an image. Minimally, annotations will be a brief definition and one of the connections listed above (text-to-self connection, text-to-text connection or a text-to-world connection). Be sure to cite the source/s of the definition and examples if they come from somewhere other than your own personal experience/knowledge. Use APA citation conventions (use the Purdue Online Writing Center ([]) or lose credit uh oh! Terms need to be considered within the context of linguistics, as described in Rowe and Levine, not in the everyday sense of the word. Students may choose which five concepts per unit to annotate; more than one student may annotate the same concept. Remember, however, that all concepts listed are fair game for the quiz: study all. This is a collaborative effort: the more concepts that are annotated in the study guide, the smarter everyone is. If twelve people annotate the same concept, the learning value of the study guide will be reduced. Be sure to attach your name and the date to your Study Guide entries.

Historical linguistics (Rowe and Levine, Chapter 12) Historical linguistics is basically the study of the history of language, how language changes over time and how it different languages are related to one another. It is also called comparative linguistics and diachronic linguistics. There are many different branches of historical linguistics. Since language is a vital ingredient of culture, it is important to study the history of language to know more about the history of culture. For a teacher, it can help when students arrive who are of different cultures and speak different languages. If you can find cognates, it may be somewhat easier to communicate. To learn more about historical linguistics visit []. Historical linguistics. (2010). In //Wikipedia: The Free Encyclopedia//. Retrieved from [] by Kelley Morrissey 6/30

Diachronic linguistics

Diachronic linguistics “labels historical studies in linguistics [and] //dia-// means //through//, //chronic//means //time//” (Rowe & Levine, p. 346). Diachronic linguistics would study a language over a long period of time. I found a video on YouTube that explores the Frisian language that is the closest sound language to English about 2,000 years ago and continuing its studies: [] Kim O’Byrne 7.2

Synchronic linguistics Synchronic linguistics “is non-historical research [with] //syn-// meaning //same// [and] is the study of a language at a given point in time” (Rowe & Levine, p. 346). Synchronic linguistics would study a language at one certain point in time and not look at past or future references. I found a video on YouTube where Dr. Edward Vajda spent one year in Spain studying the Ket people, whose language is dying out: [] Kim O’Byrne 7.2

language family Language family “is a group of languages derived from the same ancestral language” (Rowe & Levine, p. 347). One example of a language family according to Rowe and Levine (2009) is that Portuguese, Spanish, Catalan, French, Italian, and Romanian are all derived from Latin. The following is a link of the world that is color coded and keyed of all the language families in 2006: [] Kim O’Byrne 7.2

Latin languages

According to our book: "Latin Languages (also called Romance Languages) are the languages that make up the the language family derived from Latin and the languages with which Latin mixed." Especially Latin is a very important language to me. I use the words and phrases from this Language in my stories and poetry. I remember my family telling me that back in the day, the priests would speak Latin during mass and not the 'native' language of the people. Wikipedia Encyclopedia has a lot of information about Latin itself as well as other Romance Languages. Wikipedia, Encyclopedia. (2010, April 19). List of romance languages. Retrieved from []

Wikipedia, Encyclopedia. (2010, June 27). Romance languages. Retrieved from [] by: Magdalena Krol 6/28

family tree model (Rowe and Levine, Chapter 12) The family tree model, in relation to historical linguistics, is a model based on the "genetic" relationships between languages. It assumes that "daughter" languages are derived from a common "mother" language. These "daughter" languages are referred to as "sister" languages in relation to one another. The "mother" language is the proto-language. Some problems with this model include an assumption that all languages split from the "mother" language at the same time, and that once split, the "sister" languages had no further interaction with one another. This model is very similar to a family tree in the "people in your family" sense of the word. Where your oldest known ancestors would be the trunk, in linguistics it is the proto-language. Where your relatives branches off into family units (aunts, uncles, cousins, etc.), in the linguistics model these are the sister languages. Here is an example of a family tree model Said, H. M. (2009, April 29). Nini talk [Web log]. Retrieved from [] by Kelley Morrissey 6/30

proto-language According to Rowe and Levine (2006) a proto-language is an “ancestral (parent) language from which it is assumed that many language were derived.” For a discussion of Proto-Language see the definition at Wikipedia.com : []. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

Proto-Indo-European language

Rowe and Levine (2006) describe Proto-Indo-European as “the proto-language from which many linguists asume that about 144 modern and extinct languages of Europe, western Asia, and parts of India were derived. Not all languages spoken in these areas are descended from Proto-Indo-European.” The common threads that exist in different languages can be perceived as evidence that those languages came from a similar source or had a similar background. Below is a link to Proto Indo European Language Exploration and Demonstration Website. [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">daughter, mother and sister languages

Daughter, Mother, and Sister refer to the relationship that languages have in the family tree model of language relationships. Daughter languages come from the mother language and some daughter languages are seen as sister language in how they relate to each other (Rowe & Levine 2006). The example from the book tells us that Germanic and Italic are considered daughter languages of the mother language Proto-Indo-European. The different language that come from Germanic and Italic are considered sister languages. In this picture example the red is the mother language, then each different color represents a daughter language with several sister languages in each color.

Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">regularity hypothesis

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">relatedness hypothesis

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**cognates**

According to our book Cognates “are words in different languages that are related to each other because they derive from a common mother language.”[|http://www.colorincolorado.org/pdfs/articles/cognates.pdf]This site lists Spanish English Cognates it is very interesting to see the list in front of me. I knew a lot of English words that were very similar to Spanish words, I believe that why when an English speaker learns Spanish they tend to want to put -o at the end of a word to make it Spanish but it doesn't work with every word. An example that is also on the list is the word Active in English is Activo in Spanish. By Angeles Dragunaitis

Our book explains cognates as: “words in different languages that are related to each other because they derive from a common mother language.” What it means that cognates are languages come from the same origin. Most European languages came from one past language which then broke apart to form separate but still similar forms of speech.The website below shows more examples and explanations on the topic. Cognates.org,. (2010). //Cognates//. Retrieved from [] <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">by: Magdalena Krol 6/28

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Cognates <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">According to Rowe and Levine cognates are words in different languages that are related to each other because they derive from a common mother language. Cognates are the words in Spanish that are easier for me to understand because they sound similar to English words I know. They also have the same meaning as the English words. For example the English word delicious and the Spanish word delicioso. Here is a like to English/Spanish cognates for the letter B. (2004). Spanish cognates. Retrieved from []. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Edy 6/3

As described in our book, cognates are words in different languages that are related to each other because they derive from a common mother language. We compared cognates in when we learned about the SIOP features. Cognates should be thoroughly explained to ELL’s because a word in another language can have a completely different meaning in English. [] The previous link has cognates of Spanish and English. Patrisa Keys 7/6/10

According to Rowe and Levine, //cognates// are words in different languages that are related to each other because they derive from a common mother language (pg. 349). Another definition according to [] (Retrieved 7-15-10) defines cognates as related in origin, as certain words in genetically related languages descended from the same ancestral root; for example, English //name// and Latin //nōmen// from Indo-European //*nŏ-men-.// The following site contains detailed information on cognates: [] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10


 * Grimm's Law**

Grimm’s Law was proposed by Jacob Grimm and it is described in our book as systematic phonological change from certain Proto-Indo-European consonants to different consonants in daughter languages.” As our book states that this law helped the linguistics to grow. Our book states that the Grimm’s Law ‘regulare changes in three natural classes of sound.’ The website below shows more explanation about the concept. Fact-index.com. (2010). //Grimm's law//. Retrieved from [] by: Magdalena Krol 6/28

According to our book Grimm's Law (also called First Germanic sound Shift), proposed by Jakob Grimm, described a systematic phonological change from certain Proto-Indo-European constants to different consonants in daughter languages. This was used to help linugistics relate mother languages to daughter languages and find the changes. This link helps to explain Grimm's Law [] By: Angeles Dragunaitis

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**comparative method** (Rowe and Levine, Chapter 12) The comparative method of historical linguistics looks for similarities in languages in order to find out what their relationships are and also in order to reconstruct the common proto-languages. These comparisons can be done at any level, but they are most commonly done at the phonological level. This method helps to find common ancestral roots of cognates and then, through statistical analysis and other methods, re-create the proto-languages from which all the cognates derived. This method is used to create the linguistic family trees, sort of how you can do research on your ancestors to construct your own family tree. Here is an example of a comparative method relationship diagram: <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Yuri, K. (2009). [ Chart of romance languages based on structural and comparative criteria, not on socio-functional criteria.]<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> //Classification of Romance Languages.// In //Wikipedia: The Free Encyclopedia//. Retrieved from [] <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">by Kelley Morrissey 6/30

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">According to Rowe and Levine, the //comparative method// involves looking at similarities in languages to determine the degree of relationship between those languages and to reconstruct ancestral (proto-) languages. Also according to Wikipedia, in linguistics, the //comparative method// is a technique for studying the development of languages by performing a feature-by-feature comparison of two or more languages, as opposed to the method of internal reconstruction, which analyzes the internal development of a single language over time. Ordinarily both methods are used together to reconstruct prehistoric phases of languages, to fill in gaps in the historical record of a language, to discover the development of phonological, morphological, and other linguistic systems, and to confirm or refute hypothesized relationships between languages. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">You can continue reading more on [] (Retrieved 7-15-10)

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">[] (Retrieved 7-15-10)

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">By: Melissa Guzman 7/15/10

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**Superfamilies**

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">According to our book, "**Superfamilies** or macrofamilies are groups of proto-languages" Here is a link that has a list of Superfamilies of the world. [|http://pandora.cii.wwu.edu/vajda/ling201/test3materials/Lang_familiesHANDOUT.htm]English language which most of us speak fall into the Indo-European Family **.**
 * By: Angeles Dragunaitis**

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**wave model** (Rowe and Levine, Chapter12) <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">The wave model of historical linguistics shows how languages are related to one another as a waves spreading out from different centers. The changes can occur at different rates and also influence one another. This model was attempting to deal with some of the problems of the family tree model by showing more accurately how languages are interrelated. Some problems with the wave model are that they can be very hard to read, they can only show how languages that are next to one another are related, they cannot show relationships not on the diagram, and that they can only show relationships at one point in time and cannot show how languages change over time. This model is similar to throwing a handful of pebbles into a pond. The pebbles will hit the water at different times and create a small waves of their own, however the waves may also hit one another and be redirected and altered. This is how the wave model shows languages to be interrelated. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Here is an example of a wave model of German Dialects: <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Davies, M. (2009). //LING 450: Historical and comparative linguistics//. Retrieved from [] <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">by Kelley Morrissey 6/30

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">According to our text, the //wave model// of language relatedness attempts to deal with some of the weakness of the family tree model. It characterized a specific language change as spreading out from a central point in a manner similar to a wave created when a small object is thrown into water. Changes spread at different rates. Some changes reinforce other changes and others interact to create additional change. In the wave model, circles are drawn around languages that share a specific characteristic or characteristics. All of the languages within a circle share chracteristics defined by the circle. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">The following link contains more information on the wave model: []) (Retrieved 7-15-10) <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">[]) (Retrieved 7-15-10)

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">By: Melissa Guzman

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**diffuse** According to Rowe and Levine, to //diffuse// means to move out from one place to another. The previous wave definition presents the idea that linguistic features diffuse. For example, a feature that starts to diffuse from one-area moves to another areas where the feature may be rejected, accepted as it is, or modified to fit the existing linguistic system of the receiving group (pg. 353).

For a more general definition of diffuse please follow this link: [] (Retrieved 7-15-10)

By: Melissa Guzman 6-15-10

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**sound change** <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**unconditioned sound change** <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**conditioned sound change**

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Great Vowel Shift According to Rowe and Levine (2006) The Great Vowel Shift “is an unconditioned sound change that altered all Middle English long vowels.” Like we heard in the video, if we heard a sentence in Middle English we are likely to misunderstand it because the vowel sounds are different from what we are used to in Modern English. For a short discussion with examples about The Great Vowel Shift take a look at this article from wisegeek.com: [] Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

According to our book "the Great Vowel Shift is an unconditioned sound change that altered all Middle English long vowels." Here is a picture I found of representing the Great Vowel Shift. This website helps further explain more about what the Great Vowel Shift is, your able to see and hear the great vowel shift and so much more. [] By: Angeles Dragunaitis

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**morphological changes** Morphological Changes are something that we have discussed earlier in the course. These are changes that occur in a language that are changes in the words of that language. The most common morphological change is the addition of new words to a language (Rowe & Levine 2006). In my example from chapter 4 I talked about the change in the meaning of the word “text.” Many examples of changes like this can be found in www.urbandictionary.com. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 7/3

According to Rowe and Levine, //morphological changes// in a language are changes in the words of the language and include changes in the meaning of words, the addition of new words, and analogy. These changes also include compounding, blending, acronym formation, foreign word borrowing, clipping, derivation, back formation, using people's names, and using trade names. A meaning of a word can also be broadened, narrowed, elevated, degenerated, or reversed. Click on the following link for more information: [] (Retrieved 7-15-10)

By: Melissa Guzman 7/15/10

<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt; font-weight: normal;">Our book describes morphological changes in a language are changes in the words of the language and include changes in the meaning of words, the addition of new words and analogy. We learn about adding new words in school, when we incorporate compound words or acronyms into the English language. //“// //<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt; font-weight: normal;">Syntactic Effects of Morphological Change” //<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt; font-weight: normal;"> by David W. Lightfoot. The previous book describes how far changes in morphology cause changes in syntax. =<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 10pt; font-weight: normal;">Patrisa Keys 7/6/10 =

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">analogy

According to our book, an analogy is the process whereby a dominant linguistic pattern is a language replaces exceptions to that pattern. We use analogies in the since of language when we changes a singular word into a plural word by adding –ies, -s, or en. Ex. Bodies, beds, oxen. // “An introduction to language and linguistics” // By Ralph W. Fasold, Jeff Connor-Linton. The previous book describes language and linguistics. Patrisa Keys 7/6/10

syntactic changes

<span style="font-family: 'Century Gothic','sans-serif';">Syntactic changes “are changes in the rules for structures larger than words” (Rowe & Levine, p. 358). In our text on page 358, table 12-5 there is a chart that shows the //Reduction of Case Endings from Old to Modern English.// I found a webpage from the University of Cambridge that depicts syntactic changes in the brain at certain ages: [] <span style="font-family: 'Century Gothic','sans-serif';">Kim O’Byrne 7.2

semantic changes sociocultural changes According to Rowe and Levine sociocultural changes are changes in culture that ead to changes in language, or changes in a language that contribute to changes in culture. While reading the book I found it in interesting that in the 1960 and 1970's the sufix man underwent a change because there was a cnscious attempt to eliminate sexism in English. This is how we end up with words like postal workers, police officers, firefighters and sales associates. Here is a short article on sociocultural changes. The British Library Board. Changing Voices. Retrieved by []. Edy 7/3 The book describes Sociocultural changes as changes in the culture that lead to changes in language, or changes in a language that contribute to changes in culture. The pop culture has changed our language with texting and computer language, which are shortcuts in our writings. //“Languages in Socioculture Change//” By Joshua A. Fishman and Anwar S. Dil. The previous book describes language in social cultural change. Patrisa Keys 7/6/10

lexicostatistics

Lexocostatistics is in our book as: “a technique of developing hypotheses about the historical relationship between languges and dialects, including when those languages and dialects diverged from each other based on a quantitative analysis of cognates.” There is not much about this online. Wikipedia encyclopedia shows more explanations about the concept. Wikipedia, Encyclopedia. (2010, May 22). //Lexicostatistics//. Retrieved from [] by: Magdalena Krol 6/28

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">core vocabulary

<span style="font-family: 'Century Gothic','sans-serif';">Core vocabulary “is made up of words that represent concepts thought to be universal to all or most languages” (Rowe & Levine, p. 361). Rowe and Levine (2009) gives some examples of core vocabulary: //blood, eye, skin, cloud, red, leaf, star, wet, I, you,// and //man.//I found an article, from several universities, that discusses the concept of core vocabulary: //[]// //<span style="font-family: 'Century Gothic','sans-serif';">Kim O’Byrne 7.2 //

According to our book "Core Vocabulary is made up of 100 to 200 words that represent concepts thought to be universal to all or most languages." I found a link that shows the list of 200 words in Swadesh's list. [] It seems like most of the words on the list are very common words and some of the words fall into being sight words. By:Angeles Dragunaitis

Our book says that the core vocabulary is made up of 100 to 200 words that represent concepts thought to be universal to all or most languages. A video that we looked at earlier for this class talked about a creative language that consisted of the core vocabulary, Gooblish. [] The previous link is a video teaching the core vocabulary. Patrisa Keys 7/6/10

glottochronology

Glottochronology is shown in our book as: “the study of the amount of time that sister languages have been separated from their mother language. It uses a calculation of the amount of change that would take place in core vocabulary over a specific amount of time.” Some web sources show that glottochronology is the study which shows how the languages diversed from each other. Princeton University, Webster's Online Dictionary. (2006). //Glottochronology//. Retrieved from [|http://www.websters-online-dictionary.org/definitions/glottochronology?cx=partner-pub-0939450753529744%3Av0qd01-tdlq&cof=FORID%3A9&ie=UTF-8&q=glottochronology&sa=Search#906] by: Magdalena Krol 6/28

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">farming-language dispersal hypothesis <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">language extinction <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Language extinction is a language that no one is speaking anymore. According to the book the loss of a culture's language is equal to the loss of a large part of its culture. I agree with this statement because even though Spanish is not an extinct language it kind of is to me and my family. With the loss of Spanish we also lost our connecton to Mexico and the family that we had there. Even if we were to reunite with our family in Mexico our lives would be so different we would not have much in common and it will also be hard to communicate with them because we no longer have a common language. (2006). Linguistics expert warns of language extinction. Sciende Daily. Retrieved from [].

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">language revival (Rowe and Levine, Chapter 12) <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Language revival is the concentrated effort by various linguistic groups to reintroduce and revitalize languages that are extinct or near extinction. There are many languages that fall into this category. IT is important to save languages because language is a major part of cultural and history. Once languages are lost, pieces of culture and history are lost as well. Sometimes, they will never be found again. We should not only encourage children to maintain their first languages, but also to add new languages as well. We must make languages valuable to the children of the world, because otherwise language revival efforts will fail. Language is meant to be used and if there is no motivation to use it, then there can be no true revival. You can learn more about language revival from this site [] <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Language Revival. (2006). //Language revival.// Retrieved from [] <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">by Kelley Morrissey 6/30

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Language revival <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Language revival is the attempt by interested parties, including individuals, cultural or community groups, governments, or political authorities, to reverse the decline of a language so that it does not become extinct. According to the article I found many Native American languages are undergoing a revitilization. According to the artilce there has been one successful revitilization of a language and that is Hebrew in modern Israel. Here is the link to the article so you can find out more about language revival. (2007). Native languages of the americas:Endangered language revitalization and revival. Retrieved from []. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Edy 7/3

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">The spread of Englishes <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">According to Rowe and Levine the spread of Englishes is the ability for the English language with only a few speakers to become an international language. According to the book this was cause by a few factors one being the expansion of the British Empire into the Americas, Asia, Africa, India, and Ocania in the seventeenth century. Another factor is the economic and cultural power of the United States. The idea for the Internet was also devloped in the United States which lead to most of the data on the Internet to be posted in English. I found a site with links to articles that deal with the effect of English on their native language it might be interesting to read a few. I found the one about the effect of English on Germay interesting. Peters, S. & Peters, T. (2008). What's happening to our languages. Retrieved from []. <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">Edy 7/3 <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">New jargons

<span style="font-family: 'segoe ui',sans-serif; font-size: 12px; line-height: 18px;">Cognates (Rowe & Levine, Chapter 12) are words in different languages that are related to each other because they derive from a common mother language. When I think of cognates I always think of Spanish and English words such as telefono which is telephone in English. This website gives a huge list of Spanish and English cognates: [] Colleen Chaps 7/2

Language family (Rowe & Levine, Chapter 12) is a group of languages derived from the same ancestral language. The book states that Portuguese, Spanish, Catalan, French, Italian and Romanian are all part of the same language family which derived from Latin. Wikipedia has a map of all the language families throughout the Earth. Take a look here : [] Colleen Chaps 7/2

The family tree (Rowe & Levine, Chapter 12) of language relationships assumes a “genetic” relationship between languages in a language family in that all languages in the family derived from a common ancestor called a pronto language. A pronto language is an ancestral (parent) language from which it is assumed that many languages were derived. In the term pronto language pronto stands for before, meaning pronto language is a reconstructed language and is a hypothetical language rather than an observed language. Here is a creative family tree I found on the internet that includes pronto languages. [] Colleen Chaps 7/2

Diffuse (Rowe & Levine, Chapter 12) means to move out from one place to another. In the wave diagram it represents the notion that linguistic features move from one place to another, or in other words diffuse. This happens when features of one area start to move to other areas where the feature may be rejected, accepted as is, or modified to fit the existing linguistic system of the receiving group. Here is an interesting wave model of different languages with labels of romance languages and etc. : []. Colleen Chaps 7/2