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Clitics those “funny little words” like English contracted future tense and pluperfect tense/conditional mood markers (’ll and ’d) or French pronominal objects (le ‘him’ la ‘her’ lui ‘to him/her’ etc.) have long been a source of fascination for linguists. Lacking an inherent stress that characterizes “well-behaved” words clitics prosodically depend on a stressed sentence element called their host which makes them look and in some contexts behave like affixes (parts of words). Some clitics Serbian second-position clitics being the case in point also obey stringent linear ordering rules different from those holding for fully-fledged sentence elements. This monograph offers a comprehensive formalized description of second-position clitics in standard Serbian from the viewpoint of the Meaning-Text theory an approach relying on syntactic dependencies and oriented towards speech production which sets it apart from most contemporary frameworks. It will be of interest for general linguists Slavists and advanced learners of Serbian.

Study abroad research has become an established area of inquiry with theoretical impact and methodological sophistication. The field has incorporated the different approaches and methodological changes that have characterized SLA scholarship including technological advances and new designs. The present volume contributes an update on and a systematic critical appraisal of the methods employed in study abroad research to identify strengths and weaknesses and to look ahead and point towards new directions. The volume is organized around different areas -approaches instruments linguistic levels and learners and their context- each one including a number of chapters authored by outstanding experts in the field.

This PALART volume makes an original addition to the Series as it opens a stimulating window on the Asia-Pacific region of the world by bringing together a great deal of empirical and theoretical new work in Second Language Acquisition within the Processability Theory (PT) framework. Readers will be pleasantly surprised to be able to access within one publication so much novel and overview information on SLA while maintaining its focus on PT its theoretical developments including its 2005 (Pienemann et al.) and 2015 (Bettoni & Di Biase) extensions and how they relate to PT’s foundation work (Pienemann 1998) as well as its applications to language learning and teaching in Japanese Chinese Hindi Malay and English in countries of the Asia-Pacific region including Australia. This volume demonstrates the vitality and the dynamic nature of PT and its potential as a tool for understanding SLA both theory and practice.

National linguistic ideology has been at the base of most historical processes that –whether they are complete or not – have brought us to the current reality: a world of languages that represent with greater or lesser exactitude the diversity – and convergences – of human groups. Various of today’s thinkers have predicted the decline or even the end of national ideologies. In the area of language postmodernism would make the linguistic affiliation of the community individuals irrelevant de-ideologise language use and extend plurilingualism and language alternation in association with a new distribution of (physical or functional) spaces of linguistic practice. <br xmlns="http://pub2web.metastore.ingenta.com/ns/"/>But is this true everywhere? Are languages now nowhere the core of collective identity? Or are we witnessing a distinction between languages that because of their magnitude status strategic position etc. can continue to exercise the function of national languages and languages that have to renounce this function? Has national linguistic ideology really ceased to make sense? What other strategies should the historic language of a given geographic area employ if it wants to continue forming part of the life of the community that is set up there? What kinds of languages are desired by politicians intellectuals and philologists? This book aims to bring some thoughts about these questions.

Emotion in Texts for Children and Young Adults: Moving stories takes up key issues in affect studies while putting forward new approaches and ways of thinking about the intricate entanglements of emotion affect and story in relation to the functions processes and influences of texts designed for youth. With an emphasis on national literatures and international scholarship it examines a variety of storytelling forms formats genres and media crafted for readers ranging from the very young to the newly adult. Layering recent cognitive approaches to emotion affect studies and feminist perspectives on emotion it investigates not only what texts for children and young adults have to say about emotion but also how such texts try to move their readers. In this the chapters draw attention to the ways narrative literary texts address elicit shape and/or embody emotion.

Studies on L2 writing tasks with child learners have broken through several barriers in the past few years. Although long considered a solitary task writing is now regularly done in collaborative pairs and groups as well. New and more comprehensive writing and feedback strategies have been implemented and task repetition has made its way from oral into writing tasks. Finally research analyses of linguistic outcomes have been complemented by measures of task motivation. Drawing on knowledge from the fields of psychology education and SLA this book includes a comprehensive and interdisciplinary analysis of this body of research. It pinpoints the specificity of writing tasks for child L2 learners identifies the research gaps that pave the way for future research and offers a guide for teachers who wish to implement writing tasks with young language learners. In sum this book demonstrates that child L2 writing constitutes a new field of inquiry and attempts to give child L2 writers a room of their own.