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Classifier (linguistics)

This article does a good job of including a wide range of data from different languages to explain classifier systems, which kind of makes sense because English does not have any true classifiers.

The article also compares classifiers to noun classes, stating that they differ particularly in number and how dependent they are on a noun's meaning.

Kroeger explicitly introduces classifiers as "individual words, often nouns" (131), but this article states that they can be bound morphemes. In addition, it does not appear to classify classifiers as nouns, but rather as words/morphemes that accompany nouns based on semantic meaning.

It states that the language of Southern Athabaskan is "a less typical example of classifiers", revealing some bias. Additionally, the article briefly mentions classifier handshapes in sign languages, but does not expand on the topic very much.

Bias is also revealed in the fact that the section on European languages is longer than the sections on all the other language examples, even though European languages (according to this article) do not have classifiers. In the section on European languages, it details the existence of classifier-like constructions and measure words in European languages.

Some parts of the article lacked any citations, marked by [citation needed], so it was difficult to know what to believe. For instance it says that "classifiers are entirely [citation needed] absent not only from European languages, but also from many languages of northern Asia". It also includes some history language interaction explaining classifier systems, but does not provide citations for those claims either.

Erika Hoff

Background

Erika Hoff works as a Psychology professor at Florida Atlantic University College of Science. She received her PhD from the University of Michigan in 1981.

Research

Hoff directs the Language Development Lab in the Department of Psychology, which studies early language development and growth. Specifically, this research compares monolingual and bilingual children in order to understand how children's environments contribute to their language growth.

Published Works

Books:


 * Hoff, E. (Ed.) (2012), Research methods in child language: A practical guide. Wiley-Blackwell, Publishers.


 * Hoff, E. (2009). Language development, Fourth Edition. Belmont, California: Wadsworth/Cengage Learning.


 * Hoff, E. & Shatz, M. (Eds.). (2007), Blackwell handbook of language development. Oxford, England: Blackwell Publishers.


 * McCardle, P. & Hoff, E. (Eds.). (2006), Childhood bilingualism: Research on infancy through school age. Clevedon, UK: Multilingual Matters.

Journal Articles and Book Chapters on Bilingual Children:

2018 Hoff, E., Burridge, A., Ribot, K. M., & Giguere, D.* Language specificity in the relation of maternal education to bilingual children’s vocabulary growth. Developmental Psychology, 54, 1011-1019. http://dx.doi.org/10.1037/dev0000492

2017 Hoff, E. Bilingual development in children of immigrant families. Child Development Perspectives, 12, 80-86. https://doi.org/10.1111/cdep.12262

2017 Hoff, E. & Ribot, K. M.* Language growth in English monolingual and Spanish-English bilingual children from 2.5 to 5 years. The Journal of Pediatrics, 190, 241-245. https://doi.org/10.1016/j.jpeds.2017.06.071

2017 Hoff, E., Quinn, J. M., & Giguere, D.* What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Developmental Science, 12. DOI: 10.1111/desc.12536

2017 Ribot, K. M. *, Hoff, E., & Burridge, A. Language use contributes to expressive language growth: Evidence from bilingual children. Child Development, 89, 929-940. DOI: 10.1111/cdev.12770

2016 Place, S. & Hoff, E. Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds. Bilingualism: Language and Cognition, 19, 1023-1041. DOI: 10.1017/S1366728915000322

2015 Hoff, E. & Core, C. What clinicians need to know about bilingual development. Seminars in Speech and Language, 36, 89-99. DOI: 10.1055/s-0035-1549104