Language

The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.

This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish.

Through a critique of Satan's misuse of language, John Milton's Paradise Lost makes the greater argument that language should coincide with God's creation narrative. The poem proposes a theory of how language should be used: to connect the mutable world of humans to the immutable world of God. I propose that Milton uses Satan to portray both a fear and a faith in the power of language. Satan makes language the accomplice to his sin, attempting to use language, which has the power of creating a world that seems true, to replace God's Truth. Milton's poem neither solely endorses the theory that language points directly to absolute Truth, nor does it endorse the theory that language is an arbitrary system of signs which impose meaning the world. Milton blends these two theories of language, connecting the Idealist system to what will be Friedrich Nietzsche's.

This thesis examines the duality of meaning conveyed by John Milton's use of language in the epic poem, Paradise Lost, specifically repetition, pairing, alliteration and puns. Following a long tradition of close readings, especially critics RA. Shoaf and Christopher Ricks, I argue that Milton conceives the Fall of Adam and Eve as a falling into polysemy, or multiplicity of signification. Very few critics have undertaken a close reading of words that signal coupling in the poem, and their relationship to pairs and oppositions relevant to Genesis. Shoaf identifies pairs and oppositions in the poem as duals and duels, and connects them to binaries in the theology. However, he overlooks a great deal of evidence which supports his theory of the dual and the duel, and also disregards many significant examples of duality in Milton's wordplay that other critics identify, including alliterative pairs and words that convey ancient etymologies.