Linguistics

Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author's research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.

Aim and Objectives/Purpose/Research Questions: The main goal of this study was to examine noun–adjective gender agreement in Russian by comparing bilingual children with diverse L2 backgrounds (English, Finnish, German, and Hebrew) with age-matched monolingual children and monolinguals one year younger. This comparison was made to investigate the influence of L2 grammar on the acquisition of gender agreement by (L1) Russian-speaking children. Design/Methodology/Approach: The participants included four groups of 4–5-year-old bilingual children with Russian as L1 and English, German, Finnish, or Hebrew as L2, who were compared to monolingual children in Russia in two age groups (3–4 and 4–5 years old). The children were matched by socioeconomic status and parents’ educational background. All children were tested individually during one testing session. Agreement data were elicited using a semi-structured elicitation test, with verbal and visual stimuli. Data and Analysis: We used qual...

9 Premessa 11 Premessa alla seconda edizione LINGUA PENSIERO CANTO 17 Prima lezione. La lingua e l'informazione 18 § 1. L'essenza e l'indole 23 § 2. Il format della lingua 29 § 3. La prestanza del segno 36 § 4. L'informazione 47 Seconda lezione. La scienza cognitiva e la lingua 48 § 5. Il titolo disciplinare 50 § 6. L'informazione e il senso 51 § 7. La mente e il pensiero 54 § 8. Il pre-linguistico 58 § 9. La naturalizzazione 65 § 10. L'evidenza naturale e il senso comune. La coartazione cibernetica 68 § 11. Il format cognitivista della filosofia. L'occhio storico In copertina: Paul Klee, Traum-Stadt, 1921. © Ibis, Como -Pavia, 2014 www.ibisedizioni.it I edizione: dicembre 2010 Nuova edizione ampliata: settembre 2014 ISBN: 978-88-7164-351-9 Paul Klee, Die Schlangengöttin und ihr Feind, 1940 77 Terza lezione. La verità della lingua e la tentazione 78 § 12. La formatazione e la potenza. Il mercato e la lingua 82 § 13. La mala indole 84 § 14. La verità della lingua 86 § 15. «Dei beni il più tentante». L'insidia (rinvio a Hölderlin) 101 Quarta lezione. Un colpo d'occhio al cammino 101 § 16. L'indole della lingua e il suo format 105 § 17. La lingua madre (coartata) nella scienza cognitiva. L'estrema formatazione 112 § 18. La lingua, l'azienda, il mercato 116 § 19. Excursus. La città smisurata 124 § 20. La lingua come tentazione 127 § 21. «Dei beni il più tentante» (Hölderlin) 124 § 22. Il dono della lingua, l'uomo, la genitura, il bene, l'indolica tentazione (Heidegger) 124 § 23. Conclusione. La fuga delle divergenze e l'enigma della lingua

Previous research, in which static figures were used, showed that the ability to perceive illusory contours emerges around 7 months of age. However, recently, evidence has suggested that 2-3-month-old infants are able to perceive illusory contours when motion information is available . The present study was aimed at investigating whether even newborns might perceive kinetic illusory contours when a motion easily detected by the immature newborn's visual system (i.e. stroboscopic motion) is used. In Experiment 1, using a preference looking technique, newborns' perception of kinetic illusory contours was explored using a Kanizsa figure in a static and in a kinetic display. The results showed that newborns manifest a preference for the illusory contours only in the kinetic, but not in the static, condition. In Experiment 2, using an habituation technique, newborns were habituated to a moving shape that was matched with the background in terms of random-texture-surface; thus the recovery of the shape was possible relying only on kinetic information. The results showed that infants manifested a novelty preference when presented with luminance-defined familiar and novel shapes. Altogether these findings provide evidence that motion enhances (Experiment 1) and sometimes is sufficient (Experiment 2) to induce newborns' perception of illusory contours.

Within ESL, interest has been growing in the pedagogical implications of poststructuralist theories of identity and in the need for gay-friendly teaching practices. However, research on identity has largely neglected the domain of sexual identity, and efforts to develop gay-friendly pedagogies have not yet engaged with poststructuralism. This article introduces some of the key concepts of queer theory, which draws on poststructuralism, and suggests implications for teaching. The central argument is that a queer theoretical framework may be more useful pedagogically than a lesbian and gay one because it shifts the focus from inclusion to inquiry, that is, from including minority sexual identities to examining how language and culture work with regard to all sexual identities. This article then comments on an ESL class discussion in the United States that focused on lesbian and gay identities.

The article calls into question the understanding of the Kočevska (Gottschee) area as a “German language island”. Through examples of the use of different languages before the Second World War, it shows a different –multilingual or multicultural– image of this region. The author draws data from historical and archival sources, as well as from a survey that she conducted among Gottscheers (“Gottschee Germans”) living in Slovenia, Austria, Germany, the USA and Canada. Keywords: Gottschee, Gottscheers, Gottschee Germans, multilingualism, nationalism, linguistically mixed regions, linguistic islands, national identity

This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls " public sociolinguistics education. " A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.

Caledonian College of Engineering, Oman, has been encouraging its students to use monolingual dictionaries rather than bilingual or bilingualized ones in classroom and during the exams. This policy with has been received with mixed feelings and attitudes. Therefore, this study strives to explore teachers' and students' attitudes about the use of the dictionary and its training. Questionnaires were administered to 20 teachers and 100 students to collect their perceptions about the use of monolingual dictionaries at the expense of bilingual dictionaries. The results revealed that the vast majority of the teachers prefer their students to use monolingual dictionaries because they will help them acquire foreign language more effectively and that the bilingual dictionaries are likely to encourage translation, whereas most of the students would prefer to use bilingual and bilingualized dictionaries because they feel they are practical and easy to use. The study puts forward some recommendations and strategies for the effective use of the dictionary, the basis of a good learner dictionary, challenges of using monolingual dictionaries and possible training strategies for dictionary use.

This paper examines simultaneous interpreting (SI) from the viewpoint of procedural competence, whose evolution may be followed and monitored through the changes intervening within implicit and explicit tasks performed. As a goal-oriented communicative activity, SI may be analysed through the strategies applied to achieve the communicative goal. The interpreter, first during his studies and then throughout his career, develops and constantly refines a strategic behaviour integrating conscious and unconscious strategies. Strategies are a dynamic concept, useful not only for the description of process-oriented aspects of SI, but also as a teaching tool orienting the study and for devising exercises that help automatize specific interpreting solutions.

Spoken in the nineteenth century by the posteggiatori, the wandering minstrels of Naples, parlèsia is a jargon. It shares its syntax and its phonology with the Neapolitan dialect and is characterized by a special lexicon of about 200 words, referring above all to money, women, and music. Parlèsia has been a secret code until the 1950s when Neapolitan pop artists used expressions of the jargon in their music. The results of a sociolinguistic investigation conducted among 150 musicians in Naples demonstrate that parlèsia is still being understood and spoken although today it seems more like a form of youth slang than a code of a marginalised group of speakers.

Numerous studies have suggested that under certain circumstances (e.g., immersion in the second language environment) the production of the native language (L1) in adult second language learners can be influenced by features of the second language (L2) (Flege, 1987; Flege & Eefting, 1987; Pavlenko, 2000; Pavlenko & Jarvis, 2002; Porte, 2003). Comparatively fewer studies have investigated whether the L2 can induce changes in the processing of the L1. To begin to fill this gap, this study examines whether L1 Spanish-L2 English speakers immersed in the L2 environment for an extended period of time show processing strategies in their L1 that are different from monolingual speakers. Immersion was examined because past studies have shown that years of immersion experience in the L2 can impact processing in the L1 (Dussias & Sagarra, 2007). Participants were presented with written sentences in their L1 that were syntactically ambiguous between a relative clause reading and a sentence compl...

Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later.

Wie viele Sprachen gibt es auf unserer Erde? Wie verschieden sind sie voneinander? Wie hängen sie miteinander zusammen, wie beeinflussen sie sich gegenseitig, wie sind sie miteinander verwandt -- und was heißt "verwandt" bei Sprachen überhaupt? Solche und ähnliche Fragen mögen sich viele im Laufe ihres Lebens gelegentlich gestellt haben, manche werden versucht haben, Literatur zu finden, die ihnen hier weiterhilft, oft jedoch vergeblich, besonders wenn sie auf dem deutschsprachigen Buchmarkt nach Antworten suchten. Unsere Schulen, das darf wohl gesagt werden, bereiten heute niemanden auf diese oder ähnliche Fragen zur Sprachenvielfalt auf unserem Planeten vor; zwar gelten praktische Fremdsprachenkenntnisse als sehr wichtig, die Betrachtung mehrerer oder gar vieler Sprachen als Gegenstand forschender Tätigkeit, die die eingangs gestellten Fragen einer Antwort (die, wie bei jeder Wissenschaft, natürlich immer vorläufigen Charakter haben muss) näher bringen könnte, begegnet, wenn überhaupt, nur sehr wenigen auch nur als Möglichkeit -- schon das Wissen um die gegenseitige Verwandtschaft der indogermanischen Sprachen, zu denen das Deutsche und alle üblichen Schulsprachen gehören, gilt heute als exotische Spezialkenntnis. Und selbst hochgebildete Menschen dürften nur in Ausnahmefällen etwas von Dravidischen, Paläoasiatischen, Altaischen, Nilosaharanischen oder gar von Hmong--Mien--Sprachen gehört haben --dennoch sind dies die Bausteine der menschlichen und kulturellen Diversität unserer Welt. Zwar gibt es, überall auf der Welt, Sprachwissenschaftler, die sich gerade die Beantwortung unserer Eingangsfragen zur Lebensaufgabe gemacht haben, aber ihre ernsthafte und schwierige Arbeit bleibt oft, naturgemäß, auf einige geographische Bereiche beschränkt, wo sie noch dazu fast unter Ausschluss der allgemeinen Öffentlichkeit stattfindet --wenn man von gelegentlichen Sommerlochpressemeldungen absieht, in denen wieder einmal der Ursprung des Baskischen im Japanischen oder die Rekonstruktion der endgültigen Ursprache der Menschheit als finaler Durchbruch gemeldet wird. Allgemeinverständliche Einführungen in die Wissenschaft von der Diversität menschlicher Sprachen fehlen fast völlig, ein Werk wie das hier von Ernst Kausen vorgelegte ist daher nicht nur in deutscher Sprache einzigartig. Leser erfahren hier nicht nur, wie sich die Sprachen der Welt über unsere fünf Kontinente verteilen (und wie sie alle heißen), sie erfahren, wie, und vor allem warum Wissenschaftler sie in diese (und nicht etwa andere) Familien unterteilen. Dabei kann es nicht ausbleiben, dass auch umstrittene (und manchmal auch, gelinde gesagt, gewagte) Hypothesen zur Sprache kommen. Eine der großen Stärken dieses Werkes ist das souveräne Urteilsvermögen, mit dem Ernst Kausen es versteht, hier die Spreu vom Weizen zu trennen und seine Leser durch den Streit der Meinungen führt. Aber auch die andere große Frage, die nach den Möglichkeiten der Verschiedenheit menschlicher Sprachen, steht im Mittelpunkt dieser Bände. Eine Fülle konziser und äußerst klarer Sprachskizzen zeigt uns, wie Sprachen funktionieren können und welche Mittel sie einsetzen, um sich über die Welt zu verständigen. Wir erhalten klare Einblicke in Sprachen, die ganz ohne Morphologie auskommen, wie etwa das Vietnamesische, aber auch in Sprachen, deren Formenvielfalt Mitteleuropäern schier unglaublich vorkommen mögen, wie etwa das Kanuri in Nigeria oder das Sumerische (ja, selbstverständlich sind auch alle bekannten ausgestorbenen Sprachen hier berücksichtigt). Sicherlich verlangt die Lektüre gerade der Sprachskizzen dem Leser einiges an geistiger Mitarbeit ab --aber bei welchem wissenschaftlichen Gegenstand wäre dies anders? Jeder, der diese Mühe --bei der Ernst Kausen uns stets mit umfangreichen Erläuterungen und vorbildlichen allgemeinen Einführungskapiteln zur Seite steht --auf sich nimmt, wird jedoch dafür mit Einblicken in eine Welt belohnt, die wohl niemand besser charakterisiert hat, als der früh verstorbene Baskologe Larry Trask: one of the most important and fascinating topics you could ever hope to encounter: human language. Ernst Kausen, dies wird auf jeder Seite dieser Bände deutlich, ist von dieser Faszination inspiriert. Wenn dazu, wie hier, der unbedingte Wille zur Wissenschaftlichkeit, vom vernünftigen Reden über die Dinge, tritt, der freischwebende Spekulation ebenso scheut wie eine übermäßige Sprache, dann ist das Ergebnis ein Handbuch, das seinesgleichen sucht und auf lange Sicht unersetzbar bleiben wird.

Montréal. Il a pour mission la promotion et la valorisation de la recherche. Érudit offre des services d'édition numérique de documents scientifiques depuis 1998. Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir.

We all know our schools; we grew up in their classrooms and, to a large extent, are a product of them. Nevertheless, once that stage of our education is over, we are not allowed to relive it, slipping through the doorway to sit down at a desk and watch what happens. The appeal of all educational ethnographies, including the one presented by Adrian Blackledge and Angela Creese in Multilingualism, resides to a large extent in this potential to allow us, from the standpoint of our past experience, to discover current schools and classrooms, and to do so in the (sometimes cacophonous) voices of their protagonists. In the present case, these voices, moreover, mobilise resources in languages other than that of English, the predominant tongue with which they become enmeshed. Multilingualism presents a sociolinguistic study of four interlocking case studies in four English cities, and eight complementary schools, opening up a scenario that for many readers might be a novel one, that of complementary schools created for "Teaching of the Language and Culture of Origin".

This publication has been typeset in the multilingual "Brill" typeface. With over 5,100 characters covering Latin, IPA, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface.

Research has emphasized the importance of the relationship between family functioning and adolescent behavioral development. The present study examines family environment and social-emotional functioning of primarily minority adolescents, viewed from both adolescents' and mothers' perspectives. Participants were a school-based sample of adolescents with and without risk for emotional and behavioral disabilities and their mothers (N = 86 dyads). Results suggested an association between the mothers' views of their adolescent children's problem behaviors and the adolescents' self-ratings of risk-taking behaviors across 5 years. Overall, mothers of the at risk youth receiving special education services reported higher ratings of youth problem behaviors, but results also indicated that mothers of the at risk adolescent boys not receiving special education services perceived greater depressive symptoms in their children and more family conflict in their homes. Mothers of youth at risk but not receiving special education services experienced higher levels of stress associated with being a parent than mothers of the not-at-risk adolescents. The parent measures of adolescent behavior and depressive symptoms, family conflict, and parental stress were not predictive of the social-emotional functioning of these adolescents in the multilevel models. Implications of these findings for early identification and family focused intervention programs are discussed.

Desde la publicación en 1975 del libro de Robin Lakoff, Language and wo m a n 's p l a c e, las inve s t i gaciones sobre lengua y género han estado principalmente orientadas al análisis del "habla de las mujeres". En una r evisión reciente de estas inve s t i gaciones, Johnson (1997) critica la falta de atención específica al habla masculina que puede apreciarse tanto en los estudios realizados inicialmente desde la llamada a p roximación de la d o m i n a c i ó n, como en los que posteriormente se llevaron a cabo desde la a p roximación de la dife re n c i a. Dentro del marco de la dominación, Lako ff (1975) promueve una visión problemática de la "lengua de las mujeres" describiéndola como un estilo de habla marcado nega t ivamente por sus connotaciones de falta de poder 1 . Desde la aproximación de la diferencia, las investigaciones se orientan también principalmente al habla femenina con el objeto de revalorizarla como un estilo cooperativo y solidario con el interlocutor (véase, por ejemplo, Coates, 1988(véase, por ejemplo, Coates, , 1996. De acuerdo con Johnson, esta preocupación casi exclusiva por el habla de las mujeres en la lingüística feminista no sólo contribuye (un tanto irónicamente) a mantener a los hombres en una posición priv i l egiada de i nv i s i b i l i d a d, sino que además conduce a una polarización ex c e s iva de las diferencias entre los modelos comunicativos de los hombres y las mujeres. Así, por ejemplo, la frecuente caracterización del habla femenina por la adopción de un estilo c o nversacional cooperativo determina que el habla masculina sea caracterizada simplemente por oposición, a menudo sin ningún tipo de apoyo empírico, por la adopción de un estilo conversacional competitivo. Estas oposiciones binarias implican una visión demasiado estática de las diferencias y que las posibles similitudes entre las formas de habla de los hombres y las mujeres sean así totalmente ignoradas (Johnson, 1997: 11). RECENSIÓNS / REVIEWS 375 1 C r awford (1995) ofrece una extensa revisión crítica de las numerosas investigaciones que surgen como resultado de esta visión problemática del habla de las mujeres.

Taking a dynamic, multi-competence view of bilingualism, this thesis is concerned with the outcomes of the parallel processes of first language maintenance and second language acquisition in adult bilinguals placed in a second language environment. In a mixed between-group/within-group design, 27 German late bilinguals resident in Ireland (mean LOR = 19.5 years), and two matching control groups of 18 Irish and 20 German L2 users were tested on an extensive test battery of parallel German and English language tests, which also comprised a linguistic aptitude test and sociolinguistic questionnaires. The thesis presents a quantitative and qualitative analysis of the proficiency data from the between-group attrition and attainment studies on measures of complexity, accuracy and fluency. Results indicate that the bilingual group performs both similarly and dissimilarly to the respective control groups, though the group differences are larger in the attainment study. There is large inter-individual variability across all three groups, but it is most pronounced in the bilingual group, where in both studies some participants perform outside the native-speaker range provided by the control groups. There is thus evidence of both L1 attrition and native-like (as measured by this test battery) L2 attainment. The findings contribute to the body of knowledge in distinct linguistic subfields, by drawing together perspectives from L1 attrition, L2 acquisition and dynamic approaches to bilingualism.

This table began as a comparison of Etruscan words to other Indo-European words, and it is clear that the linkage to Etruscan illuminates some new patterns in Indo-European word relationships. We added for further comparison words from the Baltic group (Latvian), Kartvelian (Georgian) and Uralic (Finnish) and Basque, a "language isolate" that looks as much Indo-European as othes in the Indo-European group. For those who advocate Hurrian connections Hurrian words that are available have been added to the table.  *PIE specialists have been speculating on the idea that the three language families, Baltic, Uralic and Kartvelian may be related to Indo-European, perhaps as a super family.
  The Indo-European family of languages is believed to have originated north of the Black Sea (Pontic Region). Some scholars have indicated a Caucasus origin. Although we can't rule out borrowing among [unrelated] languages it appears from the interesting shifts that the languages in our "Indo-European Table may be one family. I found šāl-a, šali, šala (Hurrian)
ასული, asuli, daughter(Georgian); თვით, t’vit’, self (Georgian), sevi, self (Latvian), vete, (Albanian); ხუთი, khut’i, five (Georgian), пяць, piać (Belarussian), pieci (Latvian), pesë (Albanian), pente (Greek) and pajncha (Sanskrit) interesting. (The interesting relationships continue through the table. The table is alphabetically arranged via the right-hand column, Etruscan words.

Tatiana BAROLIN, nata a Pinerolo nel 1979 e residente a Bobbio Pellice, ha conseguito la laurea magistrale in lingue e letterature straniere, un master in "Tutela e valorizzazione delle minoranze linguistiche del Piemonte" e una laurea triennale in Scienze dell'Educazione; insegnante di lingua e letteratura tedesca al Liceo Valdese di Torre Pellice, da svariati anni è anche sportellista presso lo sportello linguistico occitano gestito dalla Fondazione Centro Culturale Valdese e organizza dei laboratori teatro-musicali in occitano per bambini e ragazzi.

Jews in Mexico City have long organized themselves into ethnic sub-groups. Various labels circulate to refer to their members, including halebi (Aleppan), shami (Damascene), idish (Ashkenazi), and turco (Sephardi). Given recent demographic and religious changes, what is the contemporary role and relevance of these ethnic distinctions in Mexican Jewish identities? I explore this question through a focus on labeling practices, with special attention to terms applied to Jews of Syrian ancestry. I first consider the influence of ultra-Orthodox movements on these labels: While always important, notions of religiosity have come to trump other indexical values in distinguishing the social types they denote. I then discuss shajato, a derisive slur for most, but occasionally used to express pride in being shami or halebi. I argue that this more recent, ameliorated usage is made possible in part by shifts in relations between Syrian and Ashkenazi sectors. By analyzing metasemantic talk about these labels, as well their use in interaction, we see the fundamental interrelationships between social and semantic change in this immigrant-descendent community in Mexico.

The current paper examines the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development. Specific attempt has been made to see how a number of assets at the teacher's disposal namely diary writing, peer and mentor collaboration, action research, practicum and TESOL discourse can serve as scaffolders to affect the progression of ZPD in language teachers. The contributions of ZPD to the concepts of scaffolding and dynamic assessment (DA) are explored extensively and the controversial issues are addressed. There is a consensus that the notion of the zone of proximal development and socio-cultural theory of mind based on Vygotsky's ideas are at the heart of the notion of scaffolding .This study highlights the limitations of the metaphor of scaffolding in interpreting the zone of proximal development. The concept of ZPD, as seen through the approach of DA, offers an operational view of the learners' actual level of development and a measure of emerging and imminent development. Utilizing the concept of ZPD, DA unites traditional assessment, instruction, intervention, and remediation. Though the concept of ZPD provides an attractive metaphor for designing instruction and analyzing learning, it poses a real challenge when put into practice. The present research highlights a procedure to provide a more tangible account of ZPD, but research on this area is scanty and further explorations and investigations are needed to reflect the implications of ZPD in instructional context.

Ingo Plag The Oxford reference guide to English morphology. Oxford: Oxford University Press, 2013. Pp. 704. ISBN 978-0-19-957926-6. Ingo Plag The Oxford reference guide to English morphology. Oxford: Oxford University Press, 2013. Pp. 704. ISBN 978-0-19-957926-6. Reviewed by Pius ten Hacken, Leopold-Franzens-Universität Innsbruck