Sociolingiistica de la Lengua Inglesa. Grado en Estudios Ingleses NO ESTA PERMITIDO EL USO DE NINGUN MATERIAL, 1. Choose two of the following issues, explain them in your own words and provide examples. Write around 100 words for each of the two questions. a) Explain the conflicts that could be originated by “Language Contact’. b) Summarise the sociolinguistic situation in Canada. c) Analyse the social dimensions of bilingualism. 2. Define the following six terms taken from the glossary. Provide brief definitions of no more than 60 words each including some examples. a) Endangered language b) Compound bilingual c) Heritage language bilingual education d) Language revitalization e) Turn-taking c) Status planning 3. Comment, from a sociolinguistic point of view, on the following excerpt. You are expected to relate this extract to the contents of the subject in no more than 300 words. Language-related emotions, linked to identity narratives and subject positions, may underlie language rejection and resulting attrition. Thus, peasant women in Austria and France rejected their native minority languages, Hungarian and Breton, in favor of majority German and French that promised new economic and social opportunities (Gal 1978; McDonlad 1994). An even more convincing example of emotionally motivated L1 rejection is offered in Schmid’s (2002, 2004) study of L1 attrition in German Jews who immigrated to English-speaking countries prior to the Second World War. The analysis of 35 autobiographic interviews collected from the speakers demonstrated that participants who experienced the highest degree of attrition were not those who left German earliest, not those who came to the USA youngest, and not even those who used German least. The only significant predictor of attrition was the time of emigration: attrition was highest among those who left Germany last, after Kristallnacht of 1938, when the persecution of Jews turned into genocide. The emotional trauma had led these speakers to distance themselves from the past and the language associated with it. The Routledge Handbook of Multilingualism. 2012. p. 462