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Designed specifically for class use, this text guides students through developing their own full, working constructed language. It introduces basic concepts and the decisions students need to make about their conlang's speakers and world, before walking them through the process of conlanging in incremental stages, from selecting a language's sounds to choices about its grammar. It includes hundreds of examples from natural and constructed languages, and over seventy end-of-chapter exercises that allow students to apply concepts to an in-progress conlang and guide them in developing their own conlang. Ideal for undergraduates, the text is also suitable for more advanced students through the inclusion of clearly highlighted sections containing advanced material and optional conlang challenges. Instructor resources include an interactive slideshow for selecting stress patterns, an exercise answer guide and a sample syllabus, and student resources include a 'select-a-feature' conlang adventure, a spreadsheet of conlang features, and supplementary documentation for the exercises.
Bakker’s chapter discusses the syntactic development in twin grammars. Twins and other young children are sometimes reported to create their own languages, sometimes called autonomous languages. The grammars of these languages are quite rudimentary, and the lexicon is derived from the language(s) spoken around them. Bickerton claimed that Creoles share structural properties because the languages have been created by children. Bakker looks at the structures of documented autonomous languages and compares them with Creole languages. It appears that the autonomous languages have more in common with pidgins than with Creole languages, structurally, even though they are created by children, like Creole languages. The twin situation influences the rudimentary properties of the autonomous languages.
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