2020 collection (131 titles)

This book focuses exclusively on child bilinguals or children exposed to a second language in various learning contexts. Through the presentation of research on how children learn the sound systems or lexicon in two languages and via different routes, the book aims to paint a comprehensive picture of child bilingualism and second language learning. In addition, the book features contributions focused on theoretical overviews and methodological approaches. Researchers from diverse disciplines such as linguistics, psychology, and speech-language pathology contributed to the book that thus represents an effort to integrate multiple views and perspectives. The book is useful for researchers, clinicians, and educators who work with children acquiring or learning a second language in different settings. It should also be of interest to university students studying bilingualism and/or second language acquisition or parents raising bilingual children.

Coherence, connectivity and the fitting together of smaller parts into larger structures and a coherent whole is the hallmark of complex biologically-based systems. As a structure-internal constraint, coherence makes it possible for the parts to work together as a whole. As an external constraint, it lets complex system evolve and adapt to novel contexts. As a constraint on information processing, it makes new knowledge accessible to the maturing, learning or evolving mind-brain. As a constraint on cultures, it enables members of social groups to be empathic and cooperative. As a constraint on language and communication, lastly, it allows the mind of speakers to be accessible to the mind of hearers.

Part I explores first the role of coherence in the evolution of complex biological design, from precellular to mono-cellular to multi-cellular to multi-organ sentient beings. The complex hierarchic design of the mind-brain is explored next, probing the coherent organization of major brain systems—perception, attention, motor control, memory and language. In surveying the coherence of cultures next, the first-evolved Society of Intimates is viewed as the model for social cohesion, empathy, trust and cooperation. Part II deals with language and communication, touching upon the coherent organization of semantic memory, event clauses and clause chains, and the central role of grammar in coherent communication. Part III deals with three general issues. First, the role of coherence in organized science. Second, the eternal seesaw of selfish vs. social motivation in coherently functioning cultures. And last, the frail balance between homogeneity diversity in large-scale Societies of Strangers.

In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated.

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) new constructs, approaches, and domains of L2-writing scholarship, (iii) methodological issues, and finally (iv) curricular perspectives. This work should appeal to graduate students and academics interested in expanded discussions on CDST, highlighting its utility for theorizing and researching language change, and to L2 writing scholars curious about how this fresh approach to researching L2 development can inform understandings of how L2 writing develops. As a CDST approach to language change has matured and taken a place among the dominant epistemologies in the field, students and researchers of L2 development alike will benefit from this volume.

Whether you wish to deliver on a promise, take a walk down memory lane or even on the wild side, phraseological units (also often referred to as phrasemes or multiword expressions) are present in most communicative situations and in all world’s languages. Phraseology, the study of phraseological units, has therefore become a rare unifying theme across linguistic theories.

In recent years, an increasing number of studies have been concerned with the computational treatment of multiword expressions: these pertain among others to their automatic identification, extraction or translation, and to the role they play in various Natural Language Processing applications. Computational Phraseology is a comparatively new field where better understanding and more advances are urgently needed. This book aims to address this pressing need, by bringing together contributions focusing on different perspectives of this promising interdisciplinary field.

This book showcases eleven studies dealing with corpora and the changing society. The theme of the volume reflects the fact that changes in society lead to changes in language and vice versa. Focusing on the English language, be it from Old English to the present, or a shorter time span in the immediate past, the contributors in this volume use a variety of corpus methods to address the two patterns of change. The cross-fertilization of cultural studies and corpus linguistics, we hope, is beneficial for both parties, as corpus linguistics offers a vast array of materials and methods to investigate cultural and societal change, while cultural studies provide the theoretical background on which to build our research. The studies included in the present volume illustrate the potential avenues and the merits of combining changing language and changing societies.

This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development.