The series builds an extensive collection of high quality descriptions of languages around the world. Each volume offers a comprehensive grammatical description of a single language together with ...fully analyzed sample texts and, if appropriate, a word list and other relevant information which is available on the language in question. There are no restrictions as to language family or area, and although special attention is paid to hitherto undescribed languages, new and valuable treatments of better known languages are also included. No theoretical model is imposed on the authors; the only criterion is a high standard of scientific quality. To discuss your book idea or submit a proposal, please contact Birgit Sievert.
The Sound Structure of Modern Irish contains a comprehensive description of the phonology of Irish. Based on the main forms of the language, it offers an analysis of the segments and the processes in ...its sound system. Each section begins with a description of the area of phonology which is the subject - such as stress patterns, phonotactics, epenthesis or metathesis - and then proceeds to consider the special aspects of this subject from a theoretical and typological perspective. The book pays particular attention to key processes in the sound system of modern Irish. The two most important of these are palatalisation and initial mutation, phenomena which are central to Irish and the analysis of which has consequences for general phonological theory. The other main emphasis in the book is on a typological comparison of several different languages, all of which show palatalisation and/or initial mutation as part of their systems. The different forms of Celtic, Slavic languages, Romance dialects and languages along with languages such as Finnish, Fula, Nivkh and Southern Paiute are considered to find out how processes which are phonetic in origin (external sandhi) can become functionalised and integrated into the morphosyntactic system of a language.
This study examines identity construction and conflict in the case of a woman whose parents replaced the local language with the official language at the home in the city of Tabriz in northwestern ...Iran, where the local language, Azerbaijani, is overshadowed by Persian as the official language of the state. In such contexts, Shifting away from the local language at the home could endanger the minority languages and affect children's identity construction and socialisation into the community. To trace the participant's identity construction over different periods of her life, her narrative accounts including autobiographical narratives and small stories were collected through multiple interviews, complemented by ethnographic observation of her interactions. Data was analyzed through extended three-level positioning and sociocultural linguistic approaches. The findings of the study revealed that the participant had an affinity to Persian over her childhood and early teens, though until then, she had felt no sense of conflict within her community. However, facing strengthening pro-Azerbaijani ideologies in the city, her struggle to maintain both identities was in vain, and she ended up feeling excluded from both communities. Findings are discussed in the light of larger sociopolitical and ideological discourse in place in northwest Iran.
This series offers a wide forum for work on contact linguistics, using an integrated approach to both diachronic and synchronic manifestations of contact, ranging from social and individual aspects ...to structural-typological issues. Topics covered by the series include child and adult bilingualism and multilingualism, contact languages, borrowing and contact-induced typological change, code switching in conversation, societal multilingualism, bilingual language processing, and various other topics related to language contact. The series does not have a fixed theoretical orientation, and includes contributions from a variety of approaches.
This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that ...teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one's own emotions and being able to influence students' emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.
Based on the systematic analysis of large amounts of computer-readable text, this book shows how the English language has been changing in the recent past, often in unexpected and previously ...undocumented ways. The study is based on a group of matching corpora, known as the 'Brown family' of corpora, supplemented by a range of other corpus materials, both written and spoken, drawn mainly from the later twentieth century. Among the matters receiving particular attention are the influence of American English on British English, the role of the press, the 'colloquialization' of written English, and a wide range of grammatical topics, including the modal auxiliaries, progressive, subjunctive, passive, genitive and relative clauses. These subjects build an overall picture of how English grammar is changing, and the linguistic and social factors that are contributing to this process.
Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in ...the United States. This sample of first- and third-grade DLL children attended Spanish-English dual language immersion programs and received language and literacy instruction in both English and Spanish. Method: All participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (number of different new words, lexical diversity D, mean length of utterance, subordination index SI) using the Computerized Language ANalysis program. The narrative samples were also evaluated for macrostructures (i.e., discourse-level features) using the Narrative Scoring Scheme. Results: Grade, English D, and Spanish SI significantly predicted English reading. Grade level was the strongest predictor of the three for both decoding and comprehension. However, Spanish SI was more robust than English D for decoding whereas English D was a stronger predictor than Spanish SI for comprehension. Conclusions: Young DLL children's oral narrative skills in English as well as in their home language Spanish contributed to their English reading outcomes. The study further specified the contributions of narrative elements to different reading skills. Microstructural elements appeared to play a stronger role in English reading than macrostructural elements for DLLs in dual language programs in early elementary grades. The results provided support for the "simple view of reading" and the "linguistic interdependence hypothesis." The results also implicated that maintaining young DLL children's home language skills may be beneficial, rather than harmful, to their English reading development.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Complementary schools are an important research area of Second Language Acquisition study, involving issues of identity, linguistic socialization, second language acquisition, linguistic hegemony, ...etc. This article looks at the Czech Complementary School in Thessaloniki, whose main purpose is the transmission of the Czech language and culture to generations to come. At the same time, the article attempts to highlight the attitudes, identities and language management practices of mothers involved in Czech schooling and the process of language learning by their children. More specifically, the focus of the article is on mothers' language ideologies and management practices, i.e. on the intersection of research on complementary schooling and Family Language Policy. The role of mothers as custodians of the heritage language is highlighted. The research is based on ethnographic data: interviews, class observations and student reflection (via diary) on children's language use. The results show that these mothers are making efforts to transmit Czech to their children for reasons of culture, identity and 'good motherhood'.
Thisbook addressesthecomplexity of mixed language classroomlearning environmentsin whichheritagelearners(HL)andsecond language (L2)learners areconcurrentlyexposed to language learning in the ...samephysical space.Heritage speakers, defined widely as those exposed to the target languageat homefrom an earlyage, tend to display higher oralproficiencyandincreased interculturalproficiencybutlesser metalinguistic and grammatical awareness than L2learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need forwell-defined, differentiatedlearningstrategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness andintercultural competence, with contributions from Europe, Africa and the United States.
