2022 collection (96 titles)

Verbal Pseudo-Coordination (as in English ‘go and get’) has been described for a number of individual languages, but this is the first edited volume to emphasize this topic from a comparative perspective, and in connection to Multiple Agreement Constructions more generally. The chapters include detailed analyses of Romance, Germanic, Slavic and other languages. These contributions show important cross-linguistic similarities in these constructions, as well as their diversity, providing insights into areas such as the morphology-syntax and syntax-semantics interfaces, dialectal variation and language contact. This volume establishes Pseudo-Coordination as a descriptively important and theoretically challenging cross-linguistic phenomenon among Multiple Agreement Constructions and will be of interest to specialists in individual languages as well as typologists and theoreticians, serving as a foundation to promote continued research.

This is the first generative-oriented volume ever published about Asturian and Asturian Galician, two Romance languages which, along with their intrinsic interest, are crucial to understand the parametric distance between Spanish and Galician/Portuguese. Its chapters offer new insights about old puzzles, like pronominal enclisis or apparent violations of bans on clitic combinatorics, but they also deal with less explored grounds, like aspect, negation or prosody. Chapters make special emphasis on how the concerned issues result from complex interactions between syntax proper and its interfaces with sound and meaning. The book focuses on particular aspects of Asturian and Asturian Galician, as well as on some effects of their contact with Spanish in their corresponding locations.

This volume contains a set of articles based on papers selected from those delivered at the 20th International Conference on English Historical Linguistics (ICEHL, Edinburgh 2018). It focuses on cutting-edge research in the history of English, while reflecting the diversity that exists in the current landscape of English historical linguistics. Chapters showcase traditional as well as novel methodologies in historical linguistics (the latter made possible by the increasing quality and accessibility of digital tools), work on linguistic interfaces (between segmental phonology and prosody, and syntax and information structure) and work on mechanisms of language change (such as Yang’s Tolerance Principle, on the threshold for the productivity of linguistic rules in language acquisition). The volume will be of interest to those working on the historical phonology, morphology, syntax and pragmatics of English, language change, corpus linguistics, computational historical linguistics, and related sub-disciplines.

The book is a research monograph that reviews and revises the concept of linguistic pejoration, and explores the role of 15 suffixes and combining forms, such as -ie, -o, -ard, -holic, -rrhea, -itis, -porn, -ish, in the formation of English pejoratives. The examination of the inner structure of the resulting derivatives is based on an innovative methodology that encompasses the theories and approaches of Construction Morphology, Componential Analysis, and Morphopragmatics. Following the principles of this methodology, pejorative words collected from dictionaries and corpora (a total of approximately 950 words) are abstracted into generalizations (or constructional schemas) where structural and functional similarities are used to cognitively trace the ways in which negative (or derisive) meaning is connected with a specific form. Through this multifaceted methodology, my analysis showcases the fact that the universal properties of ‘diminution’, ‘excess’, ‘resemblance’, and ‘metonymization’ are what underlie the making of pejorative meaning. These generalizations, along with the schematic representations of formatives, can help linguists, or linguistics enthusiasts in general, to understand the conventions and intricacy of lexical pejoration.

This book documents how teachers, working in school foreign language learning contexts and teaching beginner learners of languages other than English, learn about and use tasks. It first presents a pedagogically researched account of how teachers learn about, design and evaluate tasks, after being introduced to TBLT during an in-service programme. The authors then go into classrooms to explore ways in which teachers continue to use tasks, as part of their regular ongoing classroom language programmes, following their in-service education. The book documents how the teachers use tasks to open up opportunities for language learning for students and investigates how teachers understand and position tasks and TBLT as relevant and of value to their teaching contexts. The challenges that teachers face in incorporating TBLT into their practice are also explored. The book suggests how the use of the task as a pedagogic tool may contribute to ongoing understanding about TBLT.

This book stems from the joint effort of 25 research teams across Europe, representing a dozen disciplines from the social sciences and humanities, resulting in a radically novel perspective to the challenges of multilingualism in Europe. The various concepts and tools brought to bear on multilingualism are analytically combined in an integrative framework starting from a core insight: in its approach to multilingualism, Europe is pursuing two equally worthy, but non-converging goals, namely, the mobility of citizens across national boundaries (and hence across languages and cultures) and the preservation of Europe’s diversity, which presupposes that each locale nurtures its linguistic and cultural uniqueness, and has the means to include newcomers in its specific linguistic and cultural environment. In this book, scholars from applied linguistics, economics, the education sciences, finance, geography, history, law, political science, philosophy, psychology, sociology and translation studies apply their specific approaches to this common challenge. Without compromising the state-of-the-art analysis proposed in each chapter, particular attention is devoted to ensuring the cross-disciplinary accessibility of concepts and methods, making this book the most deeply interdisciplinary volume on language policy and planning published to date.

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.